Scientific Proceedings of the 12 th International Conference on Engineering Graphics BALTGRAF Editor M. Dobelis

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1 Scientific Proceedings of the 12 th International Conference on Engineering Graphics BALTGRAF 2013 Editor M. Dobelis RIGA TECHNICAL UNIVERSITY 2013

2 The responsibility for the accuracy of all statements in each paper rests solely with the author(s). Statements are not necessarily opinion of or endorsed by the publisher. Permission is granted to photocopy portions of the publication for personal use and for the use of students, providing the credit is given to the conference, publication and author. Permission does not extend to any part of this book for incorporation it into commercial advertising, nor for any other profit-making purpose, performed in any form or by any means, electronic or mechanical, including recording, or any information storage or retrieval system, without permission in writing from the publisher. All the trademarks are the property of their respective holders. Support for publishing provided by the European Regional Development Fund project Development of international cooperation projects and capacity in science and technology Riga Technical University. Contract No. 2010/0190/2DP/ /10/APIA/VIAA/003 ISBN Scientific papers were peer reviewed English (U.K.) was used for the spellchecking of all submissions ithenticate was used as plagiarism checker for content originality BALTGRAF 2013 acknowledges EasyChair conference management system Editor Modris Dobelis 2013 Riga Technical University

3 CONFERENCE ORGANIZATION Under auspices of International Association BALTGRAF Organizing Committee: Modris Dobelis Conference Chairman, Riga Technical University, Latvia Juris Smirnovs Conference Co-Chair, Riga Technical University, Latvia Zoja Veide Program Committee Chair, Riga Technical University, Latvia Marika Ubagovska Conference Secretary, Riga Technical University, Latvia International Program Committee: Harri Annuka Tallinn University of Technology Estonia Jānis Auzukalns Riga Technical University Latvia Aleksandr Brailov Odessa State Construction and Architecture Ukraine Academy Anna Błach Silesian University of Technology Poland Theodore Branoff North Carolina State University USA Modris Dobelis Riga Technical University Latvia Jolanta Dźwierzyńska Rzeszow University of Technology Poland Cornelie Leopold University of Kaiserslautern Germany Harri Lille Estonian University of Life Sciences Estonia Daiva Makutėnienė Vilnius Gediminas Technical University Lithuania Rein Mägi Tallinn University of Technology Estonia Vidmantas Nenorta Kaunas University of Technology Lithuania Imants Nulle Latvian University of Agriculture Latvia Lidija Pletenac University of Rijeka Croatia Monika Sroka-Bizoń Silesian University of Technology Poland Hirotaka Suzuki Kobe University Japan Jolanta Tofil Silesian University of Technology Poland Antanas Vansevičius Aleksandras Stulginskis University Lithuania Daniela Velichova Slovak University of Technology in Bratislava Slovakia Olafs Vronskis Latvia University of Agriculture Latvia Gunter Weiß Dresden Technical University Germany Local Organizing Team: Jānis Auzukalns Ieva Jurāne Ella Leja Veronika Stroževa Gaļina Veide BALTGRAF 2013 The 12th International Conference on Engineering Graphics 3/300

4 Papers were peer reviewed by PROGRAM COMMITTEE THE BOARD OF REVIEWERS Aleksandar Čučaković University of Belgrade Serbia Modris Dobelis Riga Technical University Latvia Renata Górska Cracow University of Technology Poland Tatjana Grigorjeva Vilnius Gediminas Technical University Lithuania Olga Ilyasova Siberian State Automobile and Road Construction Academy Russian Federation Biljana Jović University of Belgrade Serbia Birutė Juodagavienė Vilnius Gediminas Technical University Lithuania Natalya Kaygorodseva Siberian State Automobile and Road Construction Academy Russian Federation Harri Lille Estonian University of Life Sciences Estonia Daiva Makutėnienė Vilnius Gediminas Technical University Lithuania Rein Mägi Tallinn University of Technology Estonia Vidmantas Nenorta Kaunas University of Technology Lithuania Miodrag Nesterović University of Belgrade Serbia Nomeda Puodziuniene Vilnius Gediminas Technical University Lithuania Ants Soon Tartu College of TUT Estonia Nataša Teofilović University of Belgrade Serbia Jolanta Tofil Silesian University of Technology Poland Zoja Veide Riga Technical University Latvia Vladimir Volkov Siberian State Automobile and Road Construction Academy Russian Federation Olafs Vronskis Latvia University of Agriculture Latvia Rytė Žiūrienė Vilnius Gediminas Technical University Lithuania Scientific Proceedings of the 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Rīga, Latvia pp. 4/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

5 ACKNOWLEDGMENT Support for publishing provided by the European Regional Development Fund project Development of international cooperation projects and capacity in science and technology Riga Technical University. Contract No. 2010/0190/2DP/ /10/APIA/VIAA/003 BALTGRAF 2013 The 12th International Conference on Engineering Graphics 5/300

6 Cover design Jānis Auzukalns Lay-out Modris Dobelis Copyright 2013 Riga Technical University 6/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

7 HOST OF THE CONFERENCE BALTGRAF 2013 is dedicated to the 150 th Anniversary of Riga Technical University which was celebrated on October 14, 2012 Riga Technical University is the oldest technical university in the Baltic States The Conference is Organized by the Department of Computer Aided Engineering Graphics BALTGRAF 2013 The 12th International Conference on Engineering Graphics 7/300

8 CHRONOLOGY OF BALTGRAF PRESIDENTS The timeline of BALTGRAF Presidents: Professor Daiva Makutėnienė Vilnius Gediminas Technical University Lithuania Professor Modris Dobelis Riga Technical University Latvia Professor Rein Mägi Tallinn University of Technology Estonia Professor Petras Audzijonis Vilnius Gediminas Technical University Lithuania /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

9 PREFACE Both the content and the forms of teaching in the engineering education are changing drastically due to the rapid advances in the contemporary Information Technology (IT). Computers and Computer Aided Design has become a media for engineering rather than just a simple tool. The fundamental knowledge required for the successive management of modern BIM (Building Information Modelling) and PLM (Product Lifecycle Management) concepts still is the same as before engineering graphics and descriptive geometry. This refers not only to the mechanical, civil engineering and architecture, but almost to the all spheres of life which is very hard to accept by some of the academic officials. The submitted papers showed continual increase of the research in the areas of CAD/CAM technologies, using BIM and PLM concepts, as well as the use of ELS (Electronic Learning System), and development of multimedia study aids and applications. The challenges of Augmented Reality (AR) in graphic subjects have been noticed in several studies. Many of these ideas have been introduced into engineering curricula and the educators share the experience of their use. The number of first time contributors to the BALTGRAF has increased we are pleased to warmly welcome the research papers from Russian Federation, Serbia, and Ukraine. This year we have a very special topic on geometry in arts of Latvian immigrant to Canada after WWII Zanis Waldheims ( ). His artworks you can enjoy at the exhibition which is brought back to Zanis home country by Yves Jeanson, a freelancer from Canada which I meat last year in Montreal at our bigger brother s ICGG 2012 Conference (International Conference on Geometry and Graphics). Yves is a privileged witness of an interesting story about a Latvian survivor that did not back off from any difficulty to realize his quest for meaning and orientation. On behalf of organizers, I am pleased to thank all the authors for the contributing papers. We express our appreciation to the Board of the Reviewers for their time and efforts devoted to the review process. For some of the authors and reviewers the use of EasyChair conference management system was a great challenge to extend their IT knowledge into a completely new area. Likewise we all the graphic educators are establishing the bridge between the fundamental engineering practices and the modern IT technologies nowadays used almost in all spheres of life. Finally, on behalf of Organizing Committee, I would like to thank all participants who came to the conference at the present very challenging economic situation in the world and wish you a prosperous conference, fruitful discussions, great ideas and further cooperation in teaching contemporary graphic communication. Welcome to Riga and BALTGRAF 2013! Modris Dobelis, BALTGRAF 2013 Chairman BALTGRAF 2013 The 12th International Conference on Engineering Graphics 9/300

10 CHRONOLOGY OF BALTGRAF CONFERENCES The following BALTGRAF Conferences took place: Conference City Country Year BALTGRAF-1 Vilnius Lithuania 1991 BALTGRAF-2 Vilnius Lithuania 1994 BALTGRAF-3 Tallinn Estonia 1996 BALTGRAF-4 Vilnius Lithuania 1998 BALTGRAF-5 Tallinn Estonia 2000 BALTGRAF-6 Riga Latvia 2002 BALTGRAF-7 Vilnius Lithuania 2004 BALTGRAF-8 Tallinn Estonia 2006 BALTGRAF-9 Riga Latvia 2008 BALTGRAF-10 Vilnius Lithuania 2009 BALTGRAF-11 Tallinn Estonia 2011 BALTGRAF-12 Riga Latvia /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

11 HISTORY It was back in 1991 on November 5th at the Vilnius Technical University when following the initiative of the professor Petras Audzijonis the representatives of seven Departments of Engineering Graphics from six universities of the Baltic States came together. Assuming the lately changed political situation in Eastern Europe in general and in the Baltic region in particular at this meeting an International Baltic Association BALTGRAF was founded. The Declaration of the Association was accepted and Council elected, the main goal determined and the tasks set. The principal purpose of the BALTGRAF was to establish a new scientific journal for publications, organize the scientific conferences, coordinate the efforts and exchange the ideas in the field of engineering background education dealing with wide range of Engineering Graphics matters. Special attention was paid to the emerging computer graphics technologies, how to integrate them both into syllabus in particular and into engineering curricula in general. The conference is occurring every two years at the technical universities of three Baltic countries according the rotating schedule. The conference language is English. Find out more about BALTGRAF on website BALTGRAF 2013 The 12th International Conference on Engineering Graphics 11/300

12 VENUE The conference sessions will take place at the University Campus in ground floor of the building of Faculty of Civil Engineering at Āzenes Street 16/20. Two suggested hotels are in a walking distance from the conference site and offer an accommodation for a reasonable price. Map of the conference site: 12/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

13 LOCATION OF SESSIONS AND EXHIBITION The conference sessions will take place on a ground floor BALTGRAF 2013 The 12th International Conference on Engineering Graphics 13/300

14 EXIBITION During the conference an exhibition will be open: ZANIS WALDHEIMS GEOMETRICAL ABSTRACTION ŽAŅA VALDHEIMA ĢEOMETRISKĀ ABSTRAKCIJA The Supplement A of Scientific Proceedings introduces with the main milestones of the life of Latvian born artist Zanis Waldheims 14/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

15 PRELIMINARY CONFERENCE PROGRAM The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Rīga, Latvia Wednesday, June 5, 2013 Early Bird Reception and Registration Exhibition Zanis Waldheims Geometrical Abstraction Žaņa Valdheima ģeometriskā abstrakcija RTU, Faculty of Civil Engineering Azenes St 16/20 Room :00-19:00 BALTGRAF 2013 The 12th International Conference on Engineering Graphics 15/300

16 Preliminary Program International Conference on Engineering Graphics BALTGRAF 2013 Thursday, June 6, 2013 Faculty of Civil Engineering, Azenes St 16/20, Room 132 Registration at the Reception Desk, Room 132 8:00 Opening Ceremony BALTGRAF 2013 Chairman Modris DOBELIS Welcome Speeches by: Dean of the Faculty of Civil Engineering Juris SMIRNOVS BALTGRAF President Daiva MAKUTĖNIENĖ 9:00 Plenary Session, Room 132 Session Chairman Modris DOBELIS Zanis Waldheims' Geometrical Art Yves JEANSON Geometrical Aspects of Restitution and Revitalization of the Wooden Architectural Structures Renata Anna GÓRSKA The Automated System for Learning of Innovative Course in Descriptive Geometry Vladimir VOLKOV, Olga ILYASOVA, Natalya KAYGORODSEVA Digital Product Definition Data Practices Tilmutė PILKAITĖ, Vidmantas NENORTA Conic Sections in Logo Forming Irina KUZNETSOVA, Anna BURAVSKA 9:40 10:00 10:20 10:40 11:00 Conference Photo Session Coffee Break Room :00-12:00 16/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

17 Thursday, June 6, 2013, Faculty of Civil Engineering, Azenes St 16/20, Room 132 Plenary Session Session Chairman Renata Anna GORSKA BIM Technology Application Efficiency in Architectural Engineering Studies at Vilnius Gediminas Technical University Tatjana GRIGORJEVA, Birutė JUODAGALVIENĖ, Eglė TAUTVYDAITĖ From Learning Outcomes to the Team of Advisers Ants SOON, Aime RUUS Effect of Augmented Reality Technology on Spatial Skills of Students Zoja VEIDE, Veronika STROZEVA Architectural Form and Building Material of Suspension and Cable- Stayed Bridges Visualization of Geometrical Structure Jolanta TOFIL, Anita PAWLAK-JAKUBOWSKA Interactive 3D Mechanical Design Software Nomeda PUODZIUNIENE, Vidmantas NENORTA 12:00 12:00 12:20 12:40 13:00 13:40 Lunch Room :40-14:40 BALTGRAF 2013 The 12th International Conference on Engineering Graphics 17/300

18 Thursday, June 6, 2013, Faculty of Civil Engineering, Azenes St 16/20, Room 132 Plenary Session Session Chairman Vidmantas NENORTA Assessment of the Engineering Graphic Literacy Skills Modris DOBELIS, Theodore BRANOFF, Imants NULLE Combinatorial Methods Forming Objects of Design Iryna KUZNETSOVA, Oktyabrina CHEMAKINA, Tatyana SHIMANSKAYA 14:40 15:30 15:45 Perspective View Possibilities Rein MÄGI Geometrical Education by Using Multimedia Presentation Miodrag NESTOROVIĆ, Aleksandar ČUČAKOVIĆ, Nataša TEOFILOVIĆ, Biljana JOVIĆ Symbols Used to Define a Projection Method and a Cartesian Coordinate System for a Three-Dimensional Space Antanas VANSEVICIUS 16:00 16:20 Coffee Break Room :20-17:00 18/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

19 Thursday, June 6, 2013, Faculty of Civil Engineering, Azenes St 16/20, Room 132 Plenary Session Session Chairman Olga ILYASOVA The Optimization of Geometric Parameters for Mansard Design Jānis AUZUKALNS, Ieva JURĀNE To Create or to Explode? Rein MÄGI, Heino MÖLDRE Optimization of Teaching of Engineering Graphics Subjects in Riga Technical University Veronika STROZEVA, Zoja VEIDE Improvement Concept of Engineering Graphics Course Violeta VILKEVIČ Graphical Competence in Engineering Sciences Olaf VRONSKY 17:00 17:30 17:45 18:00 18:20 Conference Dinner (Optional) Hotel Islande 19:00-21:00 BALTGRAF 2013 The 12th International Conference on Engineering Graphics 19/300

20 Friday, June 7, 2013, Faculty of Civil Engineering, Azenes St 16/20, Room 132 Plenary Session Session Chairman Jolanta DZWIERZYNSKA Modelling of Shortest Route in the Drawing Algirdas SOKAS 9:00 Reconstruction of the Ancient Town of Emder by the Means of a Computer Model Natalia BUBLOVA, Vasilij KONOVALOV Engineering Graphics Education as the Foundation of Intercultural Engineering Communication Harri LILLE, Aime RUUS Problems of Motivation of Students to Study Compulsory Subject Engineering Graphics Zoja VEIDE, Veronika STROZHEVA, Modris DOBELIS Some Reflections on Teaching Geometry and Engineering Graphics Jolanta DZWIERZYNSKA 9:15 9:30 10:40 Coffee Break Room :40-11:40 20/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

21 Friday, June 7, 2013, Faculty of Civil Engineering, Azenes St 16/20, Room 132 Plenary Session Session Chairman Zoja VEIDE Automatic Projections in a Few Seconds Konstantinas Stanislovas DANAITIS, Juozapas GRABYS Drawbacks of BIM Concept Adoption Modris DOBELIS Engineering Graphics and Humor Rein MÄGI Graphic Investigation of Second Level Surface Intersection Lines Konstantinas Stanislovas DANAITIS, Juozapas GRABYS Programmatical Detection Method of Flat Graphical Objects Formed from Lines Algirdas SOKAS Usage of Computer Aided Design Systems in Study Process Birutė JUODAGALVIENĖ, Tatjana GRIGORJEVA 11:40 10:15 11:15 11:30 11:45 Closing Ceremony 12:30 Lunch Room :30-13:30 BALTGRAF 2013 The 12th International Conference on Engineering Graphics 21/300

22 CONTENTS Conference Organization...3 Program Committee the Board of Reviewers...4 Acknowledgment... Error! Bookmark not defined. Host of the Conference...7 Chronology of BALTGRAF Presidents...8 Preface...9 Chronology of BALTGRAF Conferences...10 History...11 Venue...12 Location of Sessions and Exhibition...13 Exibition...14 Preliminary Conference Program...15 Contents...22 Author Listing...26 The Optimization of Geometric Parameters For Mansard Design...27 Jānis AUZUKALNS, Ieva JURĀNE Reconstruction of the Ancient Town of Emder by the Means of a Computer Model...39 Natalia BUBLOVA, Vasilij KONOVALOV Automatic Projections in a Few Seconds...45 Konstantinas Stanislovas DANAITIS, Juozapas GRABYS Graphic Investigation of Second Level Surface Intersection Lines...51 Konstantinas Stanislovas DANAITIS, Juozapas GRABYS Drawbacks of BIM Concept Adoption...57 Modris DOBELIS 22/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

23 Assessment of the Engineering Graphic Literacy Skills...69 Modris DOBELIS, Theodore BRANOFF, Imants NULLE Some Reflections on Teaching Geometry and Engineering Graphics...81 Jolanta DZWIERZYNSKA BIM Technology Application Efficiency in Architectural Engineering Studies at Vilnius Gediminas Technical University...85 Tatjana GRIGORJEVA, Birutė JUODAGALVIENĖ, Eglė TAUTVYDAITĖ Geometrical Aspects of Restitution and Revitalization of the Wooden Architectural Structures...95 Renata Anna GÓRSKA Zanis Waldheims' Geometrical Art Yves JEANSON Usage of Computer Aided Design Systems in Study Process Birutė JUODAGALVIENĖ, Tatjana GRIGORJEVA Conic Sections in Logo Forming Irina KUZNETSOVA, Anna BURAVSKA Combinatorial Methods Forming Objects Of Design Iryna KUZNETSOVA, Oktyabrina CHEMAKINA, Tatyana SHIMANSKAYA Engineering Graphics Education as the Foundation of Intercultural Engineering Communication Harri LILLE, Aime RUUS Engineering Graphics and Humor Rein MÄGI Perspective View Possibilities Rein MÄGI BALTGRAF 2013 The 12th International Conference on Engineering Graphics 23/300

24 To Create or to Explode? Rein MÄGI, Heino MÖLDRE Geometrical Education by Using Multimedia Presentation Miodrag NESTOROVIĆ, Aleksandar ČUČAKOVIĆ, Nataša TEOFILOVIĆ, Biljana JOVIĆ Digital Product Definition Data Practices Tilmutė PILKAITĖ, Vidmantas NENORTA Interactive 3D Mechanical Design Software Nomeda PUODZIUNIENE, Vidmantas NENORTA Modelling of Shortest Route in the Drawing Algirdas SOKAS Programmatical Detection Method of Flat Graphical Objects Formed from Lines Algirdas SOKAS From Learning Outcomes to the Team of Advisers Ants SOON, Aime RUUS Optimization of Teaching of Engineering Graphics Subjects in Riga Technical University Veronika STROZEVA, Zoja VEIDE Architectural Form and Building Material of Suspension and Cable-Stayed Bridges Visualization of Geometrical Structure Jolanta TOFIL, Anita PAWLAK-JAKUBOWSKA Symbols Used to Define a Projection Method and a Cartesian Coordinate System for a Three-Dimensional Space Antanas VANSEVICIUS Effect of Augmented Reality Technology on Spatial Skills of Students Zoja VEIDE, Veronika STROZEVA 24/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

25 Problems of Motivation of Students to Study Compulsory Subject Engineering Graphics Zoja VEIDE, Veronika STROZHEVA, Modris DOBELIS Improvement Concept of Engineering Graphics Course Violeta VILKEVIČ The Automated System for Learning of Innovative Course in Descriptive Geometry Vladimir VOLKOV, Olga ILYASOVA, Natalya KAYGORODSEVA Graphical Competence in Engineering Sciences Olaf VRONSKY Supplement A Zanis Waldheims: Giving Meaning to Abstract Art a Non Conformist Approach or the Pathway to Self-Reliance Yves JEANSON Summary Biography of Zanis Waldheims ( ) Yves JEANSON Zanis Waldheims Artworks Yves JEANSON Supplement B SolidWorks 3D CAD for Students and Education for Rewarding Careers BALTGRAF 2013 The 12th International Conference on Engineering Graphics 25/300

26 AUTHOR LISTING Auzukalns J., 27 Branoff T., 69 Bublova N., 39 Buravska A., 121 Chemakina O., 127 Čučaković A., 163 Danaitis K. S., 45, 51 Dobelis M., 9, 57, 69, 237 Dzwierzynska J., 81 Górska R. A., 95 Grabys J., 45, 51 Grigorjeva T., 85, 113 Ilyasova O., 249 Jeanson Y., 105, 267, 271, 285 Jović B., 163 Juodagalvienė B., 85, 113 Jurāne I., 27 Kaygorodseva N., 249 Konovalov V., 39 Kuznetsova I., 121, 127 Lille H., 135 Mägi R., 141, 149, 157 Möldre H., 157 Nenorta V., 171, 177 Nestorović M., 163 Nulle I., 69 Pawlak-Jakubowska A., 215 Pilkaitė T., 171 PLM Group, 293 Puodziuniene N., 177 Ruus A., 135, 199 Shimanskaya T., 127 Sokas A., 185, 193 Soon A., 199 Strozeva V., 209, 229, 237 Tautvydaitė E., 85 Teofilović N., 163 Tofil J., 215 Vansevicius A., 223 Veide Z., 209, 229, 237 Vilkevič V., 243 Volkov V., 249 Vronsky O., /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

27 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia THE OPTIMIZATION OF GEOMETRIC PARAMETERS FOR MANSARD DESIGN 1. ABSTRACT Jānis AUZUKALNS 1, Ieva JURĀNE 2 Efficient use of attic area or mansard is determined by proper usage of the slope angle of roof planes. The paper deals with the determination of values of geometric parameters for optimal design of mansard in the buildings with gable roof during both building renovation and planning a new design. The optimization analysis regarding the useful floor area or available mansard volume is performed with respect to the angle of the slope of roof planes. Obtained nomograms will allow architects and customers make the final decision on building s roof concept at the early design stage based on both economic considerations and architectonic impressions. KEYWORDS: Roof Construction, Mansard Design, Parameters Optimization 2. INTRODUCTION A mansard or mansard roof is a four-sided gambrel-style hip roof characterized by two slopes on each of its sides with the lower slope, punctured by dormer windows, at a steeper angle than the upper. The steep roof with windows creates an additional floor of habitable space, (a garret), and reduces the overall height of the roof for a given number of habitable storeys. Two distinct traits of the mansard roof steep sides and a double pitch sometimes lead to it being confused with other roof types. Since the upper slope of a mansard roof is rarely visible from the ground, a conventional single-plane roof with steep sides may be misidentified as a mansard roof. The gambrel roof style, commonly seen in barns in North America, is a close cousin of the mansard. Both mansard and gambrel roofs fall under the general classification of "curb roofs". The curb roof is a pitched roof that slopes away from the ridge in two successive planes. However, the mansard is a curb hip roof, with slopes on all sides of the building, and the gambrel is a curb gable roof, with slopes on only two sides. The typical mansard roof is displayed in the Fig Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] 2 Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] 27/300

28 Fig. 1. The typical mansard roof The curb is a horizontal heavy timber directly under the intersection of the two roof surfaces. A significant difference between the two, for snow loading and water drainage, is that, when seen from above, Gambrel roofs culminate in a long, sharp point at the main roof beam, whereas Mansard roof always form a flat roof. Mansard in Europe also means the attic (garret) space itself, not just the roof shape and is often used in Europe and in Latvia to mean a gambrel roof. Article 1.19 of the Latvian construction regulation LBN High-rise residential apartment buildings defines a mansard floor a floor (a finished space) built between the separating constructions of the roof, outer walls and the ceiling of the upper floor (in the attic), which is to fulfil a certain practical purpose. The Mansard style makes maximum use of the interior space of the attic and offers a simple way to add one or more storeys to an existing (or new) building without necessarily requiring any masonry (Fig. 2). Often the decorative potential of the Mansard is exploited through the use of convex or concave curvature and with elaborate dormer window surrounds. The earliest known example of a Mansard roof is credited to Pierre Lescot on part of the Louvre built around The style was popularized in France by architect François Mansart ( ). Although he was not the inventor of the style, his extensive and prominent use of it in his designs gave rise to the term "mansard roof", an adulteration of his name. The mansard roof became popular once again during Haussmann's renovation of Paris beginning in the 1850s, in an architectural movement known as "Second Empire style". 28/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

29 Fig. 2. Four storeys in the attic Fig. 3. Art Nouveau building in Riga, 1909 The height of a city building up to its eaves was usually standardized; therefore, a mansard-type roof allowed obtaining extra space without violating the construction regulations. In Latvia mansard roofs were popular among estate buildings and residential buildings, and were even used for constructing cowsheds. Various kinds of mansard roofs were often applied in Art Nouveau buildings (Fig. 3). One may observe mansard roof types based on a range of parameters, including different slope angles and proportions. Not only do roof parameters differ among several buildings, but also the proportions of roof parts of a single roof vary. Even the breaking point of the roof is individual for every building (Fig. 4). The breaking point may be selected according to the specific use of each building; however, it is also possible to establish the most efficient parameters for a mansard roof, which will be further discussed in the paper. While constructing a low-rise building, the type and geometric parameters of its roof are selected according to the characteristics of the tiling, local climate, purpose of the spaces located beneath the roof and the architectonic demands of the building [1-4]. The most efficient selection of geometric parameters for a two-slope roof is discussed in the publication [6]. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 29/300

30 Fig. 4. The slopes of roof parts of a single roof vary 3. CHOOSING THE ENCLOSING OUTLINE OF THE CURB (MANSARD) ROOF To determine the enclosing outline of a mansard roof (Fig. 5), let us consider a circumference (1), comparing its perimeter with that of an ellipse (2), given that the area of both is the same ( ), where the area of the circumference is and the area of the ellipse is Thus, the perimeter of the circumference will be (1) As the parametric equation of an ellipse is the perimeter of the ellipse will be,,. As it may be observed, the perimeter of the ellipse is expressed in terms of elliptic integrals which, in turn, cannot be expressed in terms of elementary functions. 30/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

31 Fig. 5. The enclosing outline of a mansard roof Therefore, we will provide its approximate expression from [7]: ( ) The ratio of the circumference perimeter to that of the ellipse ( ), given that the area of both is the same and that b=1, will be ( ) Let us calculate the range of values at and provide an illustration of it in the Fig. 6 chart: a Pe/Pr a Pe/Pr BALTGRAF 2013 The 12th International Conference on Engineering Graphics 31/300

32 Fig. 6. The dependency of the ratio on the dilation of the ellipse As it may be seen from the chart, the minimum of the function is at a=b=1. Thus, in accordance with the above calculations, the optimum enclosing outline for a mansard roof is a circumference. 4. OPTIMIZATION OF ROOF DESIGN To rationally construct a mansard, it is essential to choose the right place for the break of the roof, as well as the right slope length and angle. In order to do so, we shall first determine the main geometric parameters of a mansard as illustrated in Fig. 7. As is may be gathered from the mansard calculation scheme: and Keeping this in mind, the values of the roof slopes may be obtained as follows: 32/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

33 . Since Fig. 7. Design schedule of a mansard then ( ) ( ) Fig. 4 displays variations in the roof slope length according to the placement of the break of the roof, at r = 1. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 33/300

34 Fig. 8. Lengths of the mansard roof slopes Fig. 9 displays variations in the roof slope angles according to the placement of the break of the roof, at r = 1. Fig. 9. Angles of the mansard roof slopes 34/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

35 The volume of the mansard, independent from its depth, is characterized by the area S of its cross-section. From Fig. 7 we may observe that: ( ) Therefore, the cross-section area may be expressed as follows: ( ( ) ) Chart in Fig. 10 displays variations in the mansard roof area S according to the angle, at r = 1. Fig. 10. Mansard roof cross-section area The chart makes it obvious that the largest value of the roof cross-section area will be obtained at =45 o. Thus, the roof slopes being of equal length ( the breaking point of the roof will be calculated as and the slope length values will equal BALTGRAF 2013 The 12th International Conference on Engineering Graphics 35/300

36 Let us further consider the variations of the whole mansard roof perimeter in comparison to the perimeter of the enclosing outline. The difference between the perimeter values may be calculated as follows: ( ) ( ) Chart in Fig. 11 displays mansard roof perimeter variations according to its breaking point, at r = 1. Fig. 11. Mansard roof perimeter variations according to its breaking point It should be stressed that at d = we will receive the following value 36/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

37 To conclude, it must be said that an optimized mansard, be it with or without a breaking point, may be installed even when renovating an already constructed building [7-9]. 5. CONCLUSIONS 1. It has been established that the most efficient enclosing outline of the mansard roof is a circumference. 2. The most efficient breaking point of the roof is located at of the roof height. 3. With the breaking point in its most efficient location, the roof slopes are of equal length. 4. The greatest value of the roof cross-section area will be obtained at the breaking point orientation angle constituting 45 degrees. 5. The designed method provides an opportunity to determine the length and angle of roof slopes according to the chosen geometric parameters of the mansard while designing its roof. 6. REFERENCES 1. Arhitekturnie konstrukcii. Ed. Kazbek-Kaziev Z.A Moscow: Visshaja shkola pp. (in Russian). 2. Biršs J., Vanags, L. Ēkas jumts un tā konstrukcijas elementi. Available from Internet: fabrika.lv/padomi/1/jumti_ekas_jumt_konstr.pdf (in Latvian). [access Apr 21, 2009]. (in Latvian). 3. Valtere J Mansarda izbūve un iekārtošana. [access Apr 21, 2009]. Available from Internet. (in Latvian). http: // (in Latvian). 4. Michael Roberts & Associates, Building Terms: "Mansard". 5. Mansard roof. Available from Internet: [access Apr 21, 2009]. 6. Auzukalns J., Dobelis M. The Optimization of Geometric parameters for Mansard design. Engineering Graphics Baltgraf-10. Proceedings of the Tenth International Conference, Vilnius, Lithuania, June 4-5, 2009, p Elipse. Available from Internet: 8. Dictionary of Architecture & Construction, C. M. Harris. 9. Noviks J. Jumti (Pirtis) [access Apr 21, 2009]. Available from Internet: (in Latvian). 10. Auzukalns, J. V. K voprosu o vibore optimalnoi paschetnoi shemi mansardi, Projektirovanie i optimizacija konstrukcij inzhenernih sooruzhenij. Riga: Riga Tehnical University, (in Russian). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 37/300

38 11. Noteikumi par Latvijas būvnormatīvu LBN "Daudzstāvu daudzdzīvokļu dzīvojamie nami" Rīgā gada 20. oktobrī. prot. Nr. 57, 1. (in Latvian). 12. Auzukalns J Cīņa pret stereotipiem. [access Apr 21, 2009]. Available from Internet: (in Latvian) (in Latvian). 14. The Carpentry Way. 38/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

39 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia RECONSTRUCTION OF THE ANCIENT TOWN OF EMDER BY THE MEANS OF A COMPUTER MODEL 1. ABSTRACT Natalia BUBLOVA 1, Vasilij KONOVALOV 2 Usage of computer technology the modern and adequate tool for visualisation of partially lost historical objects and reconstruction of ancient monuments. Digital methods can be applied multimedia presentations, including animated video of architectural monuments. So there is a need of different approaches, which is especially important for the study and restoring of cultural monuments. KEYWORDS: Reconstruction, Computer Model, Town of Emder 2. INTRODUCTION One of the goals of the given article is to attract attention of computer graphics and information technologies experts to the virtual resources creation of cultural heritage which will be accessible in the sphere of education by the means of the Internet network. Usage of computer technology the modern and adequate tool for visualisation of partially lost historical objects and reconstruction of ancient monuments. Digital methods can be applied by multimedia presentations, including animated video of architectural monuments. Therefore, there is a need of different approaches, which is especially important for the study and restoring of cultural monuments. The reconstructed virtual three-dimensional models give an opportunity to see not only architectural constructions, but household items of historical and cultural heritage as well, that were reconstructed on archaeological excavations fragments. Thus, it is possible to popularize and study objects, which are limited in access in order to avoid their damage or destruction. 3. BASIC INFORMATION Once upon a time there was a beautiful town of Emder on the banks of the river Emder. The ancient town of Emder is a historical monument of federal value of the dying out nation Khanty and Mansi. The history and culture of the Khanty-Mansiysk Autonomous Okrug is closely connected with history and culture of Obskie Ugry, 1 2 St. Petersburg State University of Film and Television, Russian Federation, 13, Pravda Street, St. Petersburg, , [email protected] St. Petersburg State University of Film and Television, Russian Federation, 13, Pravda Street, St. Petersburg, , [email protected] 39/300

40 who are two closely related peoples Khanty and Mansi. The Khanty's traditional occupations were fishery, taiga hunting and reindeer herding. The Khanty and the Mansi live in the Khanty-Mansiysk Autonomous Okrug that is a part of the Tyumen Region in the north-western Siberia. The overwhelming pressure of industry and alien ways of life has cast doubt on the further existence of the Khanty and the Mansi peoples as a nation. Archaeologists have found the town of Emder due to the ancient fairy tale "Bylinas about the Bogatyrs from the Town of Emder" (a bylina a Russian traditional folk heroic poem; a bogatyr a strong warrior in Russian folklore) [2-3]. According to archaeologists excavations there was an ancient town of Emder on the river Endyr in which brothers from a prince dome lived in the late Middle Ages. He was located on the 35-metre coastal terrace and amazed by the impressive rests of fortification system. The colour of the dug soil showed that the place was settled down by people long time ago. One could see it in the rests of fortress fortifications which were many times reconstructed: in some places the early (partially strew up) and late ditches, the rests of fortification walls in the form of rampart could be seen. On the cape where the fortified town is located a huge larch several holds around is growing. Immediately the lines of the bylina about night talk of Yaga, in the shape of the eagle sitting on the wind-broken shaggy larch, with a young girl comes to the mind [1]! The archaeological material shows that in small town of Emder there were forge, bronze-casting, bones-cutting, tanning crafts and weaving. The numerous observations made at excavations allow characterizing of fortress inhabitants as skilled masters, soldiers and craftsmen. Time of small town of Emder existence: from the end of the XI XII centuries the second half of the XV XVI centuries. Throughout almost 500 years the fortress existed continuously. Building technologies used to create the town-fortress, in particular, larch, were a major factor of the architectural shaping. Old Emder fortress is an example of unique architecture, partially hidden under ground. We have to create a plausible reconstruction of the ancient town of Emder by the means of the 3D Studio MAX program. This reconstruction of the ancient town of Emder is largely based on three types of sources: a full picture of the object on the basis of archival data, maps and field studies of archaeologists that will represent architectural peculiarities in three-dimensional space with mathematical accuracy. The 3D Studio MAX program was chosen as the medium because of its potential to create full colour images of the ancient town of Emder in perspective with textures and shadows, inscribed in the terrain. Such models exhaustively describe the geometry of the historic and architectural monument. We have defined 6 stages of three-dimensional model creation of the fortified town of Emder: 40/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

41 1. Gathering and processing of the information necessary for creation of initial drawings and 3D objects modelling. 2. Creation of 2D-graphics of separate elements of small town, scheme of structures arrangement, ditches and fortress towers in the AutoCAD program (Fig. 1). 3. Construction of three-dimensional model of the object and adjoining territories by the means of three-dimensional graphics. 4. Selection of materials and texturing of simulated 3D objects. 5. Illumination and visualisation of 3D objects and landscape (Fig. 2). 6. The digital rendering of separate images and animation video series. At the initial stage of reconstruction of the town of Emder we had collected as much as possible information and analysed it using different kinds of information databases: considerable quantity of the text and cartographical information, the description of archaeological excavations, photos, scientific historical researches, museum exhibits and even oral folklore. There are about 30 ethnographic and local lore museums in our Okrug. To our opinion out-door museums are one of the interesting forms of the museum business. The necessary material can be obtained from web pages of ethnography museums as well. At the following preparatory stage, connected with designing of 3D-model of the town of Emder, 2D-drawings on the basis of the given archaeological excavations were created in the AutoCAD program. The AutoCAD Program has been chosen not occasionally, since it allows importing of drawings to the 3D Studio MAX threedimensional modelling add-on. At the given stage the main goal was to define and preserve proportions of objects in the fortress-town and follow its basic style features of constructions. On the basis of the program drawings of Emdera town map, taking into account all features of its difficult lay-out (ditches, rampart, banks, vales, buildings etc.), are created. The first necessary thing is to analyse research job, and to define the area of studied object. Thus the foreground of our project is the plan of the town territory in the form of the radiuses shown as a contour line. The main complexity of the work was impossibility to define precisely the height of constructions from the documents we had in our disposal. The height was defined under the anthropological description of the Khanty people which are 1.5 m high in average. Presence in the town of horses remains and harnesses has indicated that the entrance into the main tower should correspond to the horseman height. Structures, landscape, objects, trees, firmament, sources of illumination and animation create a real atmosphere around the recreated historical object and give possibility of its viewing from different positions. The objects of heritage presented in the 3d-graphics, allow almost touch an exhibit, and for few seconds to "be transferred" from one century to another. The 3D-reconstruction and animation replace stage of physical prototyping of an object and virtually represent a simulated object with composite-visual and landscape analysis of a territory. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 41/300

42 At the stage of computer visualisation of the constructed three-dimensional model with structures and illumination the time of the image calculation is respectively increasing; considerable resources of computer operative memory and software are required. The higher the quality requirements to the virtual animation image and volume, the more time is required for the final stage of a virtual reconstruction and top efficiency of modern information technologies possibilities usage. Further on such model can be interactive: the observer will carry out navigation in virtual space, examining once existed ancient town of Emder. 4. SUBMISSION AND PRESENTATION Fig. 1. Input in internal fortress: Internal defensive wall Fig. 2. Reconstruction of the ancient town of Emder 42/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

43 5. CONCLUSIONS Computer 3D-modelling and animation of virtual reality promotes cultural heritage popularisation, and brings together archaeology with education and entertainment businesses. The considered method is a modern source of scientific research and creation of three-dimensional models base of historical and cultural heritage objects of the Khanty and Mansy peoples in the West Siberia. Thus, the virtual reconstruction of architectural monuments should be based on optimum combination of new information technologies possibilities, creative and art thinking and understanding. Traditional graphic methods without use of computer do not provide the same results. The results of the study could be used to develop practical recommendations for the conservation and reconstruction of the most interesting historical and architectural monuments. 6. REFERENCES 1. Bylinas about the Bogatyrs from the Town of Emder. Moscow: Interbook Business, pp. (bilingual in Russian and English). 2. Encyclopedia Uralic mythologies. T. 3. Khanty mythology. Tomsk Univ. University Press, (Contributors: V. M. Kulemzin, Timothy Moldanov, Tatiana Moldanova) pp. 3. Lukin N. V. Khanty from Vasyugan'e to Pole. Sources on ethnography. Vol. 2. Average Ob. Wah. Book 1. Tomsk Univ. University Press, pp., Book 2. Tomsk, Yekaterinburg: Univ. University Press, Publishing House Basco pp. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 43/300

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45 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ABSTRACT AUTOMATIC PROJECTIONS IN A FEW SECONDS Konstantinas Stanislovas DANAITIS 1, Juozapas GRABYS 2 The article compares AutoCAD commands Viewbase and Solview, intended for creating automatic projections. Both commands allow presenting a complex drawing of the same model. It can be concluded that when solving an adequate task, Viewbase allows completing it in ten times less actions than Solview. The possibilities of the command Viewbase are analysed. KEYWORDS: Viewbase, Solview, Automatic Projections, Complex Drawing, Possibilities INTRODUCTION The main practical tool of our computer graphics teachers is AutoCAD. Therefore, knowledge and practical use of the application provides not only the comfort of freedom in an auditorium of students, but also the possibility to render the original ideas graphically, just like acrobatic manoeuvres by the pilots. Apparently, doing the manoeuvres is determined not as much by practical knowledge as by the software instruments and the algorithms of their use created by the user. The users are sometimes irritated by the versions of AutoCAD changing every year. One grows accustomed to the tools and a year later they are radically changed. An example could be the visualisation tool Render of recent versions of AutoCAD. It is not a reproach to the programme. It is just the policy of Autodesk: every year presenting a new and improved commercial programme, which is sometimes successful and sometimes not. It forces the user to improve. One should remember the appearance of paper sheets Layout in AutoCAD 2000 version. It was like a small revolution in presenting a drawing or an advertising task for printing. It may be compared to the appearance of sliced bread and teabags. When observing the new versions of AutoCAD, new and modified tools are constantly appearing, which could be considered revolutionary. Therefore, we would like to draw the attention of the colleagues in the conference to the new command Viewbase in AutoCAD. 1 2 Vilnius Gediminas Technical University, [email protected] Vilnius Gediminas Technical University, [email protected] 45/300

46 COMMANDS VIEWBASE AND SOLVIEW If we take a look at the study programme modules of Computer Graphics, a large part of them is occupied by creating automatic projections, cross-sections and intersections of the models. In some modules it is done manually, just a computer with AutoCAD is used instead of a pencil. Most often automatic projections are created using the commands Solprof, Solview, and Soldraw. Let us compare the creation of a complex drawing in terms of the complexity of use and time taken using the commands Viewbase and Solview. To make it objective, let us take a look at the protocols of creating a complex drawing by the commands Viewbase and Solview below (Fig. 1 and 2). Complex drawing protocol created using the command Viewbase Type = Base and Projected Style = Wireframe with hidden edges Scale = 1:1 Specify location of base view or [Type/Representation/Orientation/STyle/SCale/Visibility] <Type>: Select option [Representation/Orientation/STyle/SCale/Visibility/Move/eXit] <exit>: Specify location of projected view or <exit>: Specify location of projected view or [Undo/eXit] <exit>: Specify location of projected view or [Undo/eXit] <exit>: Specify location of projected view or [Undo/eXit] <exit>: Base and 3 projected view(s) created successfully. Fig. 1. Complex drawing created using the command Viewbase In order to create a complex drawing using the command Viewbase, the user must perform the following actions: - indicate the location of the basic projection Enter; - indicate the locations of other three projections Enter. Complex drawing protocol created using the command Solview. 46/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

47 Command: SOLVIEW Enter an option [Ucs/Ortho/Auxiliary/Section]: u Enter an option [Named/World/?/Current] <Current>: Enter view scale <1>: Specify view center: Specify view center <specify viewport>: Specify first corner of viewport: Specify opposite corner of viewport: Enter view name: H Enter an option [Ucs/Ortho/Auxiliary/Section]: o Specify side of viewport to project: Specify view center: Specify view center <specify viewport>: Specify first corner of viewport: Specify opposite corner of viewport: Enter view name: F Enter an option [Ucs/Ortho/Auxiliary/Section]: o Specify side of viewport to project: Specify view center: Specify view center <specify viewport>: Specify first corner of viewport: Specify opposite corner of viewport: Enter view name: P Enter an option [Ucs/Ortho/Auxiliary/Section]: Command: SOLDRAW Select viewports to draw.. Select objects: 1 found Select objects: 1 found, 2 total Select objects: 1 found, 3 total Select objects: One solid selected. Command: *Cancel* Command: <Switching to: Model> Regenerating model caching viewports. Command: _ucs Current ucs name: *WORLD* Specify origin of UCS or [Face/NAmed/OBject/Previous/View/World/X/Y/Z/ZAxis] <World>: _v Command: *Cancel* Command: <Switching to: Layout1> Restoring cached viewports Regenerating layout. Command: SOLVIEW Enter an option [Ucs/Ortho/Auxiliary/Section]: u Enter an option [Named/World/?/Current] <Current>: Enter view scale <1>: Specify view center: Specify view center <specify viewport>: Specify first corner of viewport: Specify opposite corner of viewport: Enter view name: W Enter an option [Ucs/Ortho/Auxiliary/Section]: Command: SOLDRAW Select viewports to draw.. Select objects: 1 found Select objects: One solid selected. Command: ** STRETCH ** Specify stretch point or [Base point/copy/undo/exit]: Command: ** STRETCH ** Specify stretch point or [Base point/copy/undo/exit]: Command: *Cancel* BALTGRAF 2013 The 12th International Conference on Engineering Graphics 47/300

48 Command: Specify opposite corner or [Fence/WPolygon/CPolygon]: *Cancel* Command: _.MSPACE Command: '_zoom Specify corner of window, enter a scale factor (nx or nxp), or [All/Center/Dynamic/Extents/Previous/Scale/Window/Object] <real time>: _all Regenerating model. Command: _CANNOSCALE Enter new value for CANNOSCALE, or. for none <"1:1">: 1:1 Command: _.PSPACE Command: '_Layer Command: '_LayerClose Command: '_Layer Command: '_LayerClose Command: '_Layer Fig. 2. Complex drawing created using the command Solview In order to create a complex drawing using the command Solview the user must perform the following actions: - perform the actions of Ucs dialogue (image from above); - perform the actions of Ortho dialogue (image from the front); - perform the actions of Ortho dialogue (image from the left) Enter; - change the coordinates to the plane of the screen in the space of the model; - perform the actions of Ortho dialogue (isometric) Enter; - perform the actions of Soldraw dialogue Enter; - widen the lines in Vis layers; - insert the dotted line in Hid layers; - deactivate the Viewports layer. As seen above, to obtain the result by the command Viewbase we must make four mouse clicks and press Enter twice (Fig. 1) and automatic projections are 48/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

49 created in a few seconds. Meanwhile to obtain the same result using the command Solview (Fig. 2), one must perform around 60 conscious actions. Therefore, when solving an adequate task, Viewbase allows completing it in ten times less actions than Solview. Isn t it a revolution? POSSIBILITIES OF THE COMMAND VIEWBASE Command: VIEWBASE [Type/Representation/Orientation/STyle/SCale/Visibility] Type Enter a view creation option [Base only/base and Projected] <Base and Specify location of base view or Representation Representations are not supported by the model. Specify location of base view or Enter a view creation option [Base only/base and Projected] <Base and Projected>: p Specify location of base view or Orientation Select orientation [Top/Bottom/Left/Right/Front/BAck/SW iso/se iso/ne iso/nw iso] <Front>: STyle Select style [Wireframe/wIreframe with hidden edges/shaded/shaded with hidden edges] <Wireframe with hidden edges>: SCale Enter scale <1>: Visibility Select type [Interference edges/tangent edges/bend extents/thread features/presentation trails/exit] <exit>: b This visibility type is not supported by the model. Select type [Interference edges/tangent edges/bend extents/thread features/presentation trails/exit] <exit>: Move Specify second point or <use first point as displacement>: exit Specify location of projected view or <exit>: Specify location of projected view or [Undo/eXit] <exit>: CONCLUSIONS Working in AutoCAD habituated to the regular commands or of combination of them in solving with one task or another graphic task. The addictive is sometimes overshadowed rational decisions, the use of new commands that occur each year in the new versions of the program. As an example of the command Viewbase that waved, revolutionary changes in the projections of the models formation. And it can also be not observed. Such effects have Express group's only need to be timely and relevant context to notice. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 49/300

50 REFERENCES 1. V. Sinkevičius AutoCAD pradmenys [Basics of AutoCAD ], Smaltija, Kaunas (in Lithuanian) /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

51 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia GRAPHIC INVESTIGATION OF SECOND LEVEL SURFACE INTERSECTION LINES 1. ABSTRACT Konstantinas Stanislovas DANAITIS 1, Juozapas GRABYS 2 The article deals with the surfaces of AutoCAD second level solid objects and a graphic investigation of their intersection lines is carried out. A graphical form of surface intersection line is presented, which is recommended as a control task for homework. It was concluded that the preparation and implementation of such tasks develops the practical skills of a student in using 2D and 3D computer projection technologies an d also stimulates the learning of the basics of drawing geometry. KEYWORDS: Surface Intersection Lines, 2D and 3D Computer Programming Technology, Projections, Tasks 2. INTRODUCTION The widely used 3D design technology allows solving drawing positional tasks of geometry. The basis is the creation of a geometrical model and afterwards, geometrical modelling operations are performed using a computer: finding intersection lines, cross-sections and intersections, projections, etc. Complicated tasks solved during the course of drawing geometry are often intended for mastering the detailed method of drawing geometry and do not have much practical significance. Therefore, these tasks are simply solved using 2D and 3D methods of computer technology. This reflects a well-known methodological problem characteristic to the use of computer technology: the use of computer technology is rational due to fast and precise obtaining of results, but at the same time the user must fine secret, beautiful and interesting solution algorithms. 3. CONTENTS OF GRAPHIC INVESTIGATION We have chosen the surfaces of a cone and cylinder as an example for second level surface intersection lines graphic investigation. First, the models of both objects are created using the Modelling tools. In order to obtain the intersection lines of the surfaces of two objects, Union logical operation is performed. Then the problem is presenting the image of intersection of two objects visually. There are several 1 2 Vilnius Gediminas Technical University, e:mail: [email protected] Vilnius Gediminas Technical University, e:mail: [email protected] 51/300

52 options. First, carcass orthogonal images of the objects are rendered in different windows, where the maximum visuality is obtained by changing the types and colours of invisible lines. In order to retain the projection relation of the images, the command Mvsetup is used. Obtaining the projections using the commands Solprof or Solview would be a little more complicated. Using this method, the visuality of the projections is easier obtained by changing the colour and type of lines on different levels. The new command Viewbase in AutoCAD 2012 is very useful for rendering the lines of surface intersection. Figure 1 presents the graphical images of a cylinder and a cone obtained using the commands Viewbase and Solview. As we can see, the intersection line may be depicted in additional windows with multiple zoom. It allows correcting the character of lines in the area of basic points and examining the patterns of intersection lines of the objects in detail, as if under a microscope. Fig. 1. Graphical images of intersection lines of a cylinder and a cone obtained using the commands Viewbase and Solview 52/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

53 Solving such tasks as second level intersection lines of the surfaces and their graphical depiction demands practical knowledge in using AutoCAD and develops the orientation in projection relations. We believe that such tasks would be beneficial in developing the practical skills of students in using 2D and 3D design technologies and mastering the theoretical fundamentals of drawing geometry. When implementing individual tasks, a student would have to indicate the basic points of intersection lines of second level surfaces and characterize the intersection curves (Fig. 2). Fig. 2. Characterizing second level surface intersection lines without marking the basic points of line intersection 4. SELECTING THE TASKS The tasks with graphic investigation of second level surface intersection lines may be assigned as independent homework of the students. The task indicates two surfaces of objects; the patterns of their surface intersection lines have to be examined. AutoCAD allows modelling the following solid objects with second level surfaces: cylinder, cone, sphere, and their elliptical versions. The amount of task versions is easily selected to meet the required number (Fig. 3). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 53/300

54 a) b) c) Fig. 3. Versions of tasks for investigation of intersection lines of a cylinder and cone: a) insertion; b) common symmetrical plane parallel to one of the planes of the projection; c) using turning surfaces 54/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

55 When creating the tasks, not only the above mentioned standard solid objects may be used, but also an unlimited number of turning surfaces (Fig. 3c). It completely satisfies the number of different tasks for a regular group. Quantitative parameters of the tasks may be selected by the students themselves taking into account the visuality conditions of obtained solutions. The participation of the students in creating the tasks demands independent thinking and creative initiative. This allows achieving the educational aim: gaining knowledge through thinking bases on imagination. 5. CONCLUSIONS 1. 3D geometrical modelling technology allows fast and efficient presentation of the results of second level surface intersection lines graphical investigation. 2. Preparation of the tasks of graphical investigation of second level surface intersection lines engaging the students develops their interest, initiative, and creativity. 3. Independent implementation of the tasks of graphical investigation of second level surface intersection lines develops practical skills of the students in using 2D and 3D computer design technologies and stimulates mastering the theoretical basics of drawing geometry. 6. REFERENCES 1. V. Sinkevičius. AutoCAD pradmenys [Basics of AutoCAD ], Smaltija, Kaunas, (in Lithuanian). 2. K. S. Danaitis, A. Usovaitė. Grafikos valdymas AutoCAD aplinkoje [elektroninis išteklius] [Management of Graphics in AutoCAD Evironment (electronic resource)], Vilnius: Technika, (in Lithuanian) BALTGRAF 2013 The 12th International Conference on Engineering Graphics 55/300

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57 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ABSTRACT DRAWBACKS OF BIM CONCEPT ADOPTION Modris DOBELIS 1 Building Information Modelling (BIM) is a process of generating and managing building data during its life cycle which involves representing a design as virtual objects, which carry their geometry, relations and attributes. BIM design media allows an extraction of different views from a building model for drawing production and other uses. All the different views are automatically synchronized in the sense that the objects are all of a consistent size, location, specification since each object instance is defined only once, just as in reality. BIM uses 3D, real-time, dynamic building modelling software to increase productivity in design and construction. BIM process co-ordinates products, project and process information throughout new product introduction, production, service and retirement among the various players, internal and external, who must collaborate to bring the concept to life. Universities have to become the initiators of the promotion of BIM ideas not only to the designers and engineers, but much wider public than at present. Universities have to seek contacts/relationships with a view of developing joint actions with industry and enterprises. Particular attention should be paid to Small and Medium sized Enterprises as they account for an enormous part of economic growth and could be the places where the innovations could be introduced easier. There is an evident role for universities to play in lifelong learning and continuing education thought them to offer possibilities of companies to increase competitiveness, productivity and efficiency, total costs estimation, and to become concurrent on the global market. KEYWORDS: BIM, BIM Teaching, Engineering Education HISTORY OF BIM It is assumed that the BIM concept originates from the projects of Professor Charles Eastman at the Georgia Tech School of Architecture. Abbreviation BIM stands for Building Information Modelling (or Model) in early 1970s. The developed Building Description System (BDS) was the first software which manipulated with individual library elements from the database in the model on PDP computers. This idea was developed a long time before the victorious march of personal computers and therefore could not get wide popularity because not many architects had a chance 1 Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] 57/300

58 to get grips on it. Later several similar systems (GDS, EdCAAD, Cedar, RUCAPS, Sonata and Reflex) were developed and tested on practical projects in United Kingdom in 1980s [1]. A wider application into practice this concept acquired only with the development of personal computers when the ArchiCAD software from Graphisoft Company appeared on the scene, which incorporated the idea of Virtual Building rather than drawing from the very first of its version Radar CH in The power of software was amplified by flexible built-in programming environment for its library components using GDL (Geometric Description Language). The next step was when Irwin Jungreis and Leonid Raiz split from Parametric Technology Corporation (PTC) and started their own software company called Charles River Software in Cambridge, MA. They were equipped with the knowledge of working on Pro/ENGINEER software (released 1988) development for mechanical CAD that is utilizes a constraint based parametric modelling engine [1]. The two wanted to create an architectural version of the software that could handle more complex projects than ArchiCAD. A trained architect David Conan joined the project and designed the initial user interface which lasted for nine releases. By 2000 the company had developed a program called Revit, written in C++ and utilized a parametric change engine, made possible through object oriented programming. In 2002, Autodesk purchased the company and began to heavily promote the software in competition with its own object-based software Architectural Desktop (ADT), which provided a transitional approach to BIM, as an intermediate step from CAD [2]. ADT creates its building model as a loosely coupled collection of drawings, each representing a portion of the complete BIM. Approximately at the same time period the concept of BIM was adopted by another two software developers Bentley and Nemetschek in their further products. Bentley Systems interpreted BIM differently as an integrated project model which comprises a family of application modules that include Bentley Architecture (internationally known under Microstation Triforma name), Bentley Structures, Bentley HVAC, etc. Nemetschek provided a fourth alternative with its BIM platform approach. The AllPlan database was wrapped by the Nemetschek Object Interface (NOI) layer to allow third-party design and analysis applications to interface with the building objects in the model [2]. HOW BIM WORKS? The BIM concept first of all uses parametric object-oriented 3D data in virtual models in contrary to the conventional 2D drawings, a long time used so far by engineers and designers. Instead of drawing just a filled rectangular in plan view which represents a wall of building in section, in BIM concept software the model is built virtually in 3D space, the relative location with all the neighbour elements is precisely determined and easy observable from arbitrary viewpoint for visualization purposes. The model includes not only the geometric relationships between all 58/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

59 building elements, but these elements carry information on many real attributes associated with them, like material, paint, class of fire safety, cost, etc. The drawings plans, elevations, and sections are obtained automatically from the unique virtual building model, along with the bills of materials and are updated immediately after any changes are performed in the original building model. Amount of wall material in specifications (schedules) is updated as soon as real virtual building elements like windows and doors are placed in the model. This method highly eliminates the human errors while producing drawing documents, which cannot be avoided using the conventional 2D drafting technique. The synchronization between views, elevations and sections in the manually produced drawing documents is the responsibility of all parties involved, which in the case of large projects and many parties involved could be a serious problem. The concept of BIM besides the conventional three dimensions of the model and real attributes attached to these elements includes the fourth dimension time. The so called 4D design approach allows the coordination between parties involved not only during the building construction phase but also during exploitation, reconstruction and finally even utilization. The information is maintained and updated in the common database from the initial stage of the design through the whole lifecycle of the building. The fifth dimension incorporated in the BIM concept is money. One of the most important attributes for elements and processes of the real rebuilding included in the virtual model is cost. In this case the process is described as 5D design approach. The databases may include building elements with their attributes from many vendors and the designers could easily simulate several variants of the design. Numerous design scenarios what if could be played to find out the most effective solution. Besides the five more or less known dimensions the current BIM concept supports also the sixth dimension which are facility management applications like CAFM (Computer-Aided Facility Management) and the seventh dimension with procurement solutions e.g. contracts, purchasing, suppliers, and environmental standards. In order to support all these dimensions of BIM concept in the numerous software and application, it is evident that a common standard has to be used to share the information between so many different players on the field. There are many problems which have to be solved before this undoubtedly effective BIM process can be widely used in practice [3]. The technology adoption lifecycle model describes the adoption or acceptance of a new product or innovation, according to the demographic and psychological characteristics of defined adopter groups. The process of adoption over time is typically illustrated as a classical normal distribution or "bell curve." The model indicates that the first group of people to use a new product is called "innovators," followed by "early adopters." Next come the early and late majority, and the last group to eventually adopt a product are called "laggards". BALTGRAF 2013 The 12th International Conference on Engineering Graphics 59/300

60 Since these BIM tools and techniques have become increasingly complex, architectural and civil engineering schools have been faced with a great challenge not to lie behind and not to become laggards. To train specific software requires first of all mastering itself provided there is a financing for it. In general, industry lies behind and picks up the innovations slowly. A student with knowledge of only one type of software may well be trained to design according to the biases of the programs that they are using to represent their ideas. Software performs useful tasks by breaking down a procedure into a set of actions that have been explicitly designed by a programmer. The programmer takes an idea of what is common sense and simulates a workflow using tools available to them to create an idealized goal. In the case of BIM tools, the building is represented as components including walls, roofs, floors, windows, columns, etc. These components have pre-defined rules or constraints which help them perform their respective tasks results. PROBLEMS OF ADOPTION IN INDUSTRY Contemporary hardware and software provides enormous potentials for the nowadays designers. How come that these potentials are not introduced in everyday practice and are not used in full scale? The two main factors that affect this are the expenses and training. The BIM s learning curve could be one of the top barriers of implementation in construction. There is an opinion that wide use of BIM concept mainly fails because of another two much more important factors people factor and change factor [5]. BIM implementation is not really about the software, but it is about organizational change. Our experiences and the experiences of our clients have demonstrated that people and processes are far more important than technology. BIM is an absolutely wonderful tool, and it has great potential to streamline costs and processes, to help different disciplines communicate effectively and to ensure little confusion on a job site. But to get to that promised land of benefits, you have to pass through the wilderness of adoption, which always seems to hinge on organizational change, not technology. This is the inconvenient truth. People s factor has been acknowledged by many AEC/CAD/CAM analysts [5, 6]. The influence of people is significant factor in software product implementation that requires from people to re-think the way they are doing their business. Both PLM and BIM software can eliminate some roles in organizations and change business processes between organizations. It makes the process of software adoption long and complicated. This is a place where failure comes very often. Changes are another aspect, which very often comes together with data and object and/or process oriented software like PLM and BIM. The specific character of almost every enterprise-level data and process management software is to focus on how to change organization improve processes, re-organize business relationships, change tools, etc. It is extremely hard to people, since change is hard which consequently leads to failures [5]. 60/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

61 BARRIERS IN BIM EDUCATION Innovative companies nowadays require professional employees who are able to work effectively on projects undertaken with BIM. Several universities throughout the world have been running a wide range of courses to meet this demand and provide students with experience on this new paradigm. However, this learning experience is relatively new and based on a pedagogical system that has not yet been consolidated. In a recent analysis [6] an attempt was made to address the main obstacles encountered with BIM teaching, as well as to give examples of how to overcome them and introduce new strategies at introductory, intermediary and advanced levels. The programs that are planning to introduce BIM into the curriculum face a number of obstacles that can be grouped into three types: academic circumstances, misunderstanding of the BIM concepts and difficulties in learning/using the BIM tools [7]. In an academic environment a wide range of problems occur, just to name the topics: time, motivation, resources, accreditation, and curriculum. Misunderstanding of BIM concepts is associated with individualized instruction, traditional teaching, little teamwork and week or lack at all collaboration between curricula. The weakness of BIM tools is associated with creativity, learning, teaching, and knowledge aspects. An extensive survey on 119 building construction schools in the United States found that only 9% of them teach BIM at a degree level [8]. The main problems named by the respondents are as follows: lack of time or resources to prepare a new curriculum, lack of space in the curriculum to include new courses and a lack of suitable materials to teach BIM. Another survey involving 101 Architecture, Civil Engineering and Construction Management programs in the U.S. [9] found that, apart from these obstacles, there is a shortage of trained personnel in BIM, that the curriculum is not focused on BIM, that its implementation takes time and that the accrediting bodies for the construction programs have not drawn up clear guidelines for BIM. The summary on BIM education activities [6] showed that only a few engineering schools have been teaching BIM since 2000, e.g. Georgia Institute of Technology, which has carried out research on BIM since the early 1990s. Several international schools have begun teaching BIM tools around 2003, but the vast majority introduced BIM between 2006 and In exceptional cases, the architecture programs were those that first showed interest in this area. Rapid advances were made and today there are a large number of BIM courses [9-11]. TEACHING APPROACHES Through surveys the current educational programs throughout the world were reviewed and recommendations developed to assist universities with curriculum development. Based on an extensive research on BIM teaching experience in [10] three skill levels are given which define the BIM learning and teaching strategies. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 61/300

62 These three skill levels are introductory, intermediary and advanced. At introductory level BIM usually is taught in typical engineering design graphics courses including courses like Computer Aided Design. The main purpose in an introductory level of curricula courses is to develop the skills of geometric modelling using BIM supporting software. These courses do not require the essentials of classic 2D CAD skills like AutoCAD, which are still considered as a compulsory knowledge for architectural and civil engineering graduates. The objective is to preferably learn those BIM tools that are most commonly used in the field in order to obtain a good background of BIM concepts. The BIM tools can be taught through lectures, workshops and labs. The students do problem-solving exercises and carry out small individual tasks to practice the BIM tool. It is recommended that before the students start the modelling they make modifications to an existing model [10, 12-13]. This allows an exploration of basic concepts of geometric modelling and provides understanding how to communicate different type of information. After this, the students create the model of a small building (or parts of it), usually with an area of or less than 600 square meters to extract quantities from it, and learn how to manipulate the model, types of basic components and their behaviour. It is recommended that a modern single family residence is used as a project. The modelling can be accompanied by analogue methods, sketches and axonometric views, which allow the students to perform suitable adjustments to the physical proportions [10, 13]. This approach is used at RTU Civil Engineering and Architectural programs. The architecture student can make a volume/mass representation of the house, carry out an investigation of primary components (doors, windows, panels and furniture) and, based on his/her research, develop and refine a new component. The engineering student can do the following: identify a construction component of his/her choice in the Structural and/or Mechanical, Electrical and Plumbing (MEP) areas, make a list of the necessary information required for the construction of that component, categorize this information throughout the life cycle to show how it can be linked and managed from a life cycle perspective and decide how they should be shared with the other subject-areas [13-14]. In [10] it is suggested that the assessment of the students performance can be conducted through individual exercises (components or simple models), written exams about BIM concepts and their presentation of models. BIM could be introduced in different courses of the curriculum and the study [10] grouped them into eight categories: Digital Graphic Representation (DGR); Workshop; Design Studio; BIM Course; Building Technology; Construction Management; Thesis Project and Internship. An introductory level of BIM at Riga Technical University is performed in several courses dealing with classical engineering design graphics. The civil engineering students have to apply the knowledge about the basics of architectural 62/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

63 design. After four formal lectures accompanied with training exercises on modelling using ArchiCAD software, the students have to virtually build their own dream private house which was analysed and designed before in a separate course Architectural Design using the classical manual drafting technique. In this course even AutoCAD drafting technique was not allowed to use. In the final project the students have to compose all the required the basic supporting architectural documentation plans, elevations, sections, detail drawings, room inventory, exterior and interior renderings on a single sheet of A1 or A0 format paper. A standard or self-created zone lists for room inventory have to be used. Standard or modified door and window schedules have to be used to see the power of built-in features in the BIM supporting software. Figures 1-3 demonstrate the complexity of individual projects used in the introductory level of BIM concept study. Fig. 1. A plan view of a two story building: An example showing the complexity of project in the course Computer Aided Design for undergraduate civil engineering students BALTGRAF 2013 The 12th International Conference on Engineering Graphics 63/300

64 Fig. 2. Detail view: An example showing the complexity of project in the course Computer Aided Design for undergraduate civil engineering students Fig. 2. Section view: An example showing the complexity of project in the course Computer Aided Design for undergraduate civil engineering students 64/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

65 At the end of the course only one informative lecture is provided on the possibility to streamline the prepared IFC compliant project for further energy analysis or structural analysis on compatible software like Axis VM, Tekla Structures, and Revit Structure which are typically used by local companies. Educators can receive well prepared presentation materials and support from some BIM software developers [15]. Unfortunately, the practice in the classroom reveals that our students are quite reserved when they are offered just the theoretical lectures about global issues. Practical training exercises during the class hours are more appreciated, but the contact hours for the last two decades for classical engineering design graphics subjects have decreased more than twice [16]. Further development of civil engineering curricula is possible through the interaction between different courses based on BIM collaboration. This would highly benefit the preparation of graduates for the next BIM challenges. CONCLUSIONS Instead of trying to force through changes in the curriculum, the academic world could join together with industry to promote BIM or collaborative thinking and setting up a research, teaching and consultancy projects. A closer partnership is expected between universities and industry. Unfortunately the local building industry has faced well-known global issues and seems that the current period is not yet the right time for changes. In fact, industry must be willing to provide funding for the academic world. They must devote time to visit universities and be prepared to discuss the current trends and scenarios with teachers and students, share generic models and provide current materials for students to enable them to practice the knowledge they have learned as stated in [11]. However, the biggest obstacle to the progressive changes is a human factor! REFERENCES 1. Quirk V. A Brief History of BIM / Michael S. Bergin. ArchDaily, Dec 7, [access Mar 16, 2013]. 2. Howell I., Batcheler B. Building Information Modeling Two Years Later Huge Potential, Some Success and Several Limitations pp. [access Mar 16, 2013]. 3. Eastman C., Teicholz P., Sacks R., Liston K. BIM Handbook. A Guide to Building Information Modeling for Owners, Managers, Designers, Engineers, and Contractors. John Wiley & Sons, Inc., pp. 4. Technology Adoption Lifecycle. [access Mar 16, 2013]. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 65/300

66 5. Shilovitsky O. Why PLM and BIM Fail in the Same Way? Beyond PLM, May 4, 2012, [access Mar 16, 2013]. 6. Barison M. B., Santos T. B. BIM Teaching: Current International Trends. Gestão e Tecnologia de Projetos, 2011, 6, (2), p Kymmell W. Building Information Modeling: Planning and Managing Construction Projects with 4D CAD and Simulations. McGraw Hill, New York, NY, pp. 8. Sabongi F. J. The Integration of BIM in the Undergraduate Curriculum: An Analysis of Undergraduate Courses. Associated Schools of Construction. Int. Proc. of the 45th Annual Conference, Gainesville, FL, Apr 1-4, pp. [access Mar 16, 2013]. 9. Becerik-Gerber B., Gerber D. Ku K. The Pace of Technological Innovation in Architecture, Engineering and Construction Education: integrating recent trends into the curricula. Electronic Journal of Information Technology in Construction, 2011, 16, p [access Mar 16, 2013]. 10. Barison M. B., Santos E. T. BIM Teaching Strategies: An Overview of Current Approaches. Computing in Civil and Building Engineering. Proc. of the International Conference. Nottingham, UK, Jun 30-Jul 2, pp. [access Mar 16, 2013]. 11. Pavelko C., Chasey A. D. Building Information Modeling in Today s University Undergraduate Curriculum. Proceedings of the BIM-Related Academic Workshop. Washington, D.C., Dec 7-9, pp. roceedings_1210.pdf. [access Mar 16, 2013]. 12. Taiebat M., Ku K., McCoy A. BIM in Integrated Learning Environments for Construction: The Students Perspectives. Proceedings of the BIM-Related Academic Workshop. Washington, D.C., Dec 7-9, pp. roceedings_1210.pdf. [access Mar 16, 2013]. 13. Brown N. C., Peña R. B., Folan J. Teaching BIM: Best Practices for Integrating BIM into Architectural Curriculum? Autodesk University Learn. Connect. Explore. Las Vegas, NV. Dec 1-4, pp _1.pdf. [access Mar 16, 2013]. 14. Koch D., Hazar D. Integrating BIM into Mechanical, Electrical and Plumbing (MEP) Construction Management Curriculum. Proceedings of the BIM- Related Academic Workshop. Washington, D.C., Dec 7-9, pp. 66/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

67 roceedings_1210.pdf. [access Mar 16, 2013]. 15. BIM Curriculum. A Teaching Material for Educators of BIM. [access Mar 16, 2013]. 16. Dobelis M. Computer Aided Architectural Design Training. Innovations in E- learning, Instruction Technology, Assessment and Engineering Education, (Ed. by M. Iskander), Springer, 2007, p BALTGRAF 2013 The 12th International Conference on Engineering Graphics 67/300

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69 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ABSTRACT ASSESSMENT OF THE ENGINEERING GRAPHIC LITERACY SKILLS Modris DOBELIS 1, Theodore BRANOFF 2, Imants NULLE 3 An engineering graphics literacy assessment for constraint-based modelling course was developed and tested by a visiting Fulbright Scholar at North Carolina State University (NCSU), USA. Later the students from Latvia University of Agriculture (LUA) and from two sections at Riga Technical University (RTU) in Latvia participated in an experiment to test this methodology. All the 75 students from three universities were asked to create 3D models for seven parts given in an assembly drawing of a mechanical device within two hours time period. The parts in the assembly ranged in complexity from a simple ball to a complex valve body. Students were given a ruler to measure parts on the B-size third quadrant or A3 size first quadrant drawing and determine sizes of geometric elements based on the given scale (2:1). It was difficult to compare the test scores on the modelling assessment and other measures in the course (final project, final exam, and final course average) because universities have different grading system. This paper summarizes how students performed (number of parts modelled, scores, total time, etc.) on the developed Riga-Raleigh Test (named after the cities where it was inspected at first), reports analyses of relationships between their scores on the assessment and other measures in the course, and also presents ideas for future studies. KEYWORDS: Graphic Literacy, Engineering Drawing, Constraint-Based Modelling INTRODUCTION Regardless of a wide use of advanced PLM (Product Lifecycle Management) 3D digital product advancement techniques, engineering drawings with orthographic multiviews still serve as legal documents for product development processes. Usually, engineering drawing course includes: principles of two-dimensional Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] Dep. of Science, Technology, Engineering & Mathematics Education, College of Education, North Carolina State University, P.O. Box 7801, Raleigh, North Carolina, , USA, [email protected] Institute of Mechanics, Faculty of Engineering, Latvia University of Agriculture, J. Čakstes. bulv. 5, LV-3001, Jelgava, Latvia, [email protected] 69/300

70 projection and spatial reasoning (descriptive geometry), basics of multiview engineering drawings, specifications and requirements of technical standards, working drawings of parts and assembly drawings and so on. One of the first skills engineering students must master is the ability to read and interpret drawings or communicate in graphic language. This was hardly disputable statement at the age of sequential engineering when conventional drawings served as primary documents for product development. The integration of computer technology over the last 30 years into engineering programs has caused changes in the types of courses offered which has also forced most schools to make decisions about what types of topics must be offered. The computerization of these programs has forced to provide students with current skills, but has it come at the expense of deficiencies in other areas [1]? In general, the number of engineering graphics courses has been reduced in engineering programs all over the world the United States, Europe, Australia and China. Universities have eliminated many courses in engineering graphics and descriptive geometry and typically replaced them with a single course that is focused on solid modelling and engineering design [2-5]. The reduction in the number of courses seems to be true internationally. In the courses that remain in curricula, CAD instruction appears to be the main focus. Programs, however, still vary, and faculty have many opinions about what is essential when preparing students for careers in engineering and design [6-11]. With the increase in focus on 3D modelling, are students still able to read and interpret engineering drawings well? It is well known fact that using constraint-based 3D solid modelling software one can express the understanding of visual form much faster than creating multiview working drawing. Test like this is highly oriented on the spatial reasoning of geometric forms which are present in the parts of multiview assembly drawings rather than checking the CAD software usage skills. To complete the test only the basic knowledge of modelling technique is required. This allows the students to focus more on the main task how to prove their graphic literacy and build the models from simple 3D geometric primitives like prism, cylinder, cone, sphere, and helix. Prior the actual test, a pilot study was conducted in constraint-based modelling course at NCSU where 29 students were asked to model as many as possible of the seven parts from assembly drawing within a 110 minute class period [12]. The main purpose of this pilot study was to determine the procedures necessary for this type of assessment in a classroom setting. Only eight students modelled all seven parts in the assembly. Some of the students in the pilot study completely misinterpreted the 3D geometry of some 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 used as a predictor of success in several engineering and technology disciplines [13]. In engineering graphics courses, scores on spatial tests have also been used to predict success [14-15]. Other studies have shown that 70/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

71 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 [16-18]. For this study, the primary research question was, how well do current engineering and technology students read engineering drawings, and is it possible to somehow measure their understanding? 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? Are there any differences in the results at universities with respect to the extent of preliminary graphic education? METHODOLOGY A proposal to test this methodology was sent to the faculty in different countries. It was suggested to limit the test time from 2 academic to 2 astronomic hours. During this time the students may stay enough focused on the problem solution. The same time limit enables easier comparison of the results obtained. A section of 29 students from constraint based modelling course from NCSU participated in the final test. One section with ten students included participants of senior-level constraint based modelling course from LUA. Two sections with 22 and 14 students from constraint-based modelling course at junior and senior-level of mechanical engineering students at RTU were tested. Nearly half of the participants were from RTU (48%) and the other half from NCSU (38.7%) and LUA (13.3%), combined. One third of the participants were females 28.0% from RTU and 5.3% from NCSU. A majority of the participants were in their final year of studies (56.0%), but there was also a fair amount of students in their second year (41.3%). In general, all the participants enrolled were from Biomedical/Mechanical Engineering or Technology Education programs. The prepared assembly drawing for the test represented straightforward and handy interpretable mechanical devices. A wide range of elements of mechanical engineering such as threads, chamfers, fillets, grooves, spring and slots were present. A Figure 1 shows the assembly drawing for third quadrant projection system used in this study for graphic literacy test. The same drawing was also prepared for first quadrant projection system layout. It should be mentioned that for both drawing projection systems the names in the parts list were in English, which was not the native language for students in two European universities. Only overall dimensions and a few other dimensions required for installation were given, including thread designations and sizes. All the other information about the form and size of the parts had to be determined from the given views, sectional views and sections and scaled with the use of a metric ruler. Integer millimetres for nominal dimensions were required for accuracy, and no fits, tolerances or surface finishes were required to be considered in the models. To measure the students understanding about the assembly represented in the assembly drawing, the students were required to model the individual parts using 3D solid modelling software used in participating universities. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 71/300

72 Fig. 1. The assembly drawing used for modelling test All parts modelled were saved and files were submitted for the assessment. Once the final test data was collected, one of the researchers evaluated all of the SolidWorks 3D models produced by the students based on the rubrics pilot tested at NCSU in early The assessment rubric spread sheet was created to account for model accuracy and time required to model each part. Each feature and sketch (if any) was analysed individually. Penalty points were assigned for each wrong geometric dimension including under-defined sketches. Penalty points were added for each dimension of the geometric primitive missing in the model, incorrect dimensions, including misinterpreted scale or inaccurate measurement with ruler, and failure to correctly represent cosmetic threads in SolidWorks models. The assemblies were analysed with respect to their complexity. Several factors were considered like number of geometric elements and modelling features, number of threaded elements, and total number of dimensions. Finally, the complexity of the part in an assembly drawing was characterized by the number of dimensions required for the modelling of that particular part. This means that the dimensions accounted for the size and location of geometric primitives from which the part was built. The complexity of each part was determined as a ratio of number of dimensions for that part and total number of dimensions in the assembly, normalized against 100. The table on top right in Figure 1 represents the complexity of parts for the final 3D modelling assessment in the study. 72/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

73 Figure 2 shows the 3D models of all individual parts for the final test assembly. Parts in the image are shown half sectioned to better represent the geometric shape and complexity. Evaluated was the time every individual student spent on modelling each of the parts. The time stamps for features and sketches in the SolidWorks model file database were examined to determine when each item was created and last modified. Time t 1 was when the first feature s sketch was created and this was assumed as a time when the student started to create the model. The latest time when any sketch or feature in the design tree was modified was assumed as the modelling end time t n (Fig. 3). The total time t required for part modelling was calculated as t = t n -t 1. All the data retrieved from the files were collected in the Excel spread sheet. Fig. 2. The 3D models of the parts from OVERFLOW VALVE RESULTS Fig. 3. Example of an Analysis of the SolidWorks Design Tree In this extended study [19] an attempt was made to determine if it is possible to compare the graphic literacy test results performed at different universities. Arranged score points in Figure 4 represents the individual performance of all students in four sections from three universities. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 73/300

74 The results for RTU are shown separate for junior and senior level students. The data were analysed to determine if there were identifiable differences in the means between the scores on the 3D modelling test among the universities. A part modelling was calculated as t = t n -t 1. All the data retrieved from the files were collected in the Excel spread sheet. Table 1 summarises the descriptive statistics for the scores in the 3D modelling test. Fig. 4. Individual scores of the students in the reading and writing test Table 1. Scores on the modelling test in participating universities School N Mean SD Min Max RTU Jun RTU Sen NCSU LUA TOTAL Further analysis was performed to reveal how the complexity of the parts influences the modelling time. To get a reliable result, only the performance of those students in all sections was analysed who scored above 60 points. Average time required to model all seven parts was calculated and represented based on the number of dimensions required to define the features of each part. Statistical analysis of these data revealed that more complex parts require much longer time to model them; however, the increase in time is nonlinear. Figure 5 shows the approximated relationships with exponential function for the time T spent on modelling and the number of dimensions x required to completely define the part. In this graph a data point from the pre-test at NCSU was also included. The best pronounced exponential relationship was observed in NCSU section where the correlation coefficient was statistically significant with p< /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

75 Fig. 5. Average time spent on the modelling depending on the complexity of the part The obtained theoretical relationships will be used in further studies to predict the time necessary to complete the modelling test assignments during the regular classes or home assignments. Another challenge to check the dependability of the theoretical forecast will be for the preparation of competitions about engineering graphics literacy at RTU where similar tasks are used. Selecting the assignments for the forthcoming competitions, which are supposed to be completed within limited time frame, it is important to know before the expected busy time of an average student. To reveal a potential trend in the strategies of modelling or performance differences in participating universities or sections, the average data were calculated. Figure 6 displays the performance of the students when average score is calculated based on the number of parts the student modelled. Any attempt to model any recognized geometric shape of the part from the assembly drawing was assessed so that not necessarily all the part had to be complete. To evaluate how efficiently the students used the test time, a modelling pace was introduced. The modelling pace is calculated as score points per time in min. Figure 6 shows the relationship of modelling pace depending on the number of parts modelled. The examined file database allowed the researchers to analyse the scores of individual students with respect to his/her pace (Fig. 7). The graph shows that the same score could be achieved in more or less effective way. For example, at NCSU BALTGRAF 2013 The 12th International Conference on Engineering Graphics 75/300

76 two students scored above 80 points at the pace 1.32 and 1.4 points/min which is 1.5 times faster than the next two fastest students. Fig. 6. Relationship of the average pace depending on the number of parts modelled Fig. 7. Relationship between individual scores and the modelling pace The main drawbacks of the test are both an enormous amount of time and exhausting works to check the models created by students and fill the assessment rubric in Excel worksheets. SolidWorks add-in Part Reviewer provides only a little help while performing the analysis. Scrolling step-by-step through the rollback bar one can explore more conveniently both how each feature was created and review how the sketch was created. An attempt was made to check if a built-in comparison 76/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

77 tool in SolidWorks software Compare/Geometry and/or Compare/Features may be used. Unfortunately this tool is tuned for modifications of particular original model during the design stages. The students models have many variations and they are created using numerous design approaches. The task might be a little easier if the same origin of the coordinate system would be defined for all parts. However, this imposes several restrictions to the task and puts an additional workload to the staff for the test reparation. Comparison of the models using only the total volume does not result in an accurate assessment, because too many different elements could be respected or disregarded. DISCUSSION Analysis of the results revealed that students from LUA section scored considerably higher than three other sections from other two universities. The differences in all cases were statistically significant. A percentage of the average scores from LUA and the significance level of these differences are represented in the Table 2. However, no statistically significant differences were found between the average scores for the sections from RTU and NCSU. Table 2: Percentage of the average scores from the LUA scores and its statistical significance School Score difference, % Two tailed p value RTU Jun RTU Sen NCSU There could be several explanations why the students from LUA section showed better performance. First, the faculty conducting this study at LUA, observed a special attitude from the senior students because of their participation in this international project, which raised additional motivation. The attitude like this was not noticed before in the regular classes during the semester. This situation may have led to better results than would be obtained in a regular test setting during the semester. Situation like this is known as Hawthorne effect [20] which is a form of reactivity whereby subjects improve or modify an aspect of their behaviour being experimentally measured simply in response to the fact that they know they are being studied, and not in response to any particular experimental manipulation. Second, better scores in the test could be that these students have had before in their studies quite extensive fundamental courses, like descriptive geometry and engineering graphics. Expressed in terms of total contact hours (credit points are very different around the world) the LUA students have had 116 academic contact hours while the students in other universities only from 36 to 55 academic contact hours. These numbers do not include the current semester s credits when this test was taken. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 77/300

78 Third, the test at LUA section was not compulsory, so only better performing and highly motivated students turned in. As a result a higher average score for LUA section could have been obtained. Additional research should be performed to clarify this effect. CONCLUSIONS A quantitative assessment method proposed in present study using an assembly drawing reading and writing test in combination with 3D modelling software could be used for the determination of a graphic literacy level of the engineering students. The suggested assessment method was tuned for the use of constraint-based software SolidWorks. The students from LUA showed on the average 1.6 times higher scores in this engineering assembly drawing interpretation test than students from two other universities. Further research is required to confirm that these differences were associated with more extensive courses on graphic subjects in the sophomore studies One of the main concerns for conducting future studies is the ability to scale-up to handle more students. Although the rubric used in the pilot study and in this study delivered accurate assessments of the students modelling abilities, the time required to assess student work was very high. This potentially could prevent other faculty from using the suggested method. The researchers plan on investigating alternative methods for accurately assessing student models such as automated programs for gathering the desired data from the digital models. ACKNOWLEDGMENT This research was performed within 2011 Fulbright Program grant Evaluating Engineering Graphics Literacy in CAD Age and sponsored by the U.S. Department of State's Bureau of Educational and Cultural Affairs. REFERENCES 1. Livshits,V., Sandler B. Z. Upstairs/ Downstairs in Technical Education: The Unsettling Effects of Computerization. International Journal of Technology and Design Education, 9, p , Branoff T. J. The State of Engineering Design Graphics in the United States. Proceedings of the 40 th Anniversary Conference of the Japan Society for Graphic Science, Tokyo, Japan, May 12-13, pp. 3. Clark A. C., Scales A. Y. A Study of Current Trends and Issues Related to Technical/Engineering Design Graphics. Engineering Design Graphics Journal, 64, (1), p , Meyers F. D. First Year Engineering Graphics Curricula in Major Engineering Colleges. Engineering Design Graphics Journal, 64, (2), p , Zheng Jian. Teaching of Engineering Drawing in the 21st Century Second International Conference on Mechanic Automation and Control 78/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

79 Engineering Proceedings, July 15-17, 2011, Inner Mongolia, China, p Dobelis M., Veide G., Leja E. Development of Spatial Imagination Abilities in Mechanical Engineering Students. Proceedings of the 13 th International Conference on Geometry and Graphics, August 4-8, 2008, Dresden, Germany. e-publication in CD format. -8 pp. 7. Harris L.V.A., Meyers F. Engineering Design Graphics: Into the 21 st Century. Engineering Design Graphics Journal, 71, (3), p , Jurane I. Educational Aids in Graphical Education. Proceedings of the 14 th International Conference on Geometry and Graphics, August 5-9, 2010, Kyoto, Japan. e-publication in CD format. -7 pp. 9. Kise S., Sekiguchi S., Okusaka K., Hirano S. Training on Three-dimensional Computer-Aided Design for New Employees of Machine Design Department and its Evaluation. Proceedings of the 13 th International Conference on Geometry and Graphics, August 4-8, 2008, Dresden, Germany. e-publication in CD format. -7 pp. 10. Suzuki K., Schroecker H. P. Application of Descriptive Geometry Procedures in Solving Spatial Problems with Feature and Parametric Modelling 3D-CAD. Proceedings of the 13 th International Conference on Geometry and Graphics, August 4-8, 2008, Dresden, Germany. e-publication in CD format. -8 pp. 11. Wang J., Hao Y. Teaching Reform and Practice in Engineering Drawing Based on 3D Modeling with Computer. Proceedings of the 14 th International Conference on Geometry and Graphics, August 5-9, 2010, Kyoto, Japan. e-publication in CD format. -7 pp. 12. Branoff T. J., Dobelis M. Engineering Graphics Literacy: Measuring Students Ability to Model Objects from Assembly Drawing Information. Proceedings of the 66 th Midyear Conference of the Engineering Design Graphics Division of the American Society for Engineering Education, Galveston, Texas, January 22-24, 2012, p Strong S., Smith R. Spatial Visualization: Fundamentals and Trends in Engineering Graphics. Journal of Industrial Technology, 18, (1), p. 1-6, Adanez G. P., Velasco A. D. Predicting Academic Success of Engineering Students in Technical Drawing from Visualization Test Scores. Journal for Geometry and Graphics, 6, (1), p , Leopold C., Gorska R. A., Sorby S. A. International Experiences in Developing the Spatial Visualization Abilities of Engineering Students. Journal for Geometry and Graphics, 5, (1), p , Hsi S., Linn M. C., Bell J. E. The Role of Spatial Reasoning in Engineering and the Design of Spatial Instruction. Journal of Engineering Education, 86, (2), p , BALTGRAF 2013 The 12th International Conference on Engineering Graphics 79/300

80 17. Martín-Dorta N., Saorín J. L., Contero M. Development of a Fast Remedial Course to Improve the Spatial Abilities of Engineering Students. Journal of Engineering Education, 97, (4), p , Sorby S. A. Improving the Spatial Visualization Skills of Engineering Students: Impact on Graphics Performance and Retention. Engineering Design Graphics Journal, 65, (3), p , Dobelis M., Branoff T., Nulle I. Quantitative Assessment of the Students Engineering Graphics Literacy via Modeling Objects from Assembly Drawing Information. Proceedings of the 15 th International Conference on Geometry and Graphics, August 1-5, 2012, Montreal, Canada. e-publication in DVD format. -12 pp. 20. The Hawthorne Effect. effect [access Mar 14, 2013]. 80/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

81 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia SOME REFLECTIONS ON TEACHING GEOMETRY AND ENGINEERING GRAPHICS 1. ABSTRACT Jolanta DZWIERZYNSKA 1 The main aim of the paper is to present didactic experience resulting from introducing a new concept of the laboratory exercise realized within the subject Geometry and Engineering Graphics at Civil Engineering Faculty of Rzeszow University of Technology. Wanting to make students be more creative and interested in drawing, 2D drawing has been replaced by 3D one. Thereby, new abilities of the program AutoCAD 2012 have been exploited at creating projections of the figure on the basis of the spatial model of it. The new concept of the students task has released the students from the monotonous work and has left more time for creation of new forms and accumulation of certain skills and knowledge. The paper reflects the role of the educators in adaptation of the topics, teaching methods and tools correspondingly to the needs of the future engineer. KEYWORDS: Engineering Graphics, Education, AutoCAD 2. INTRODUCTION A new educational system according to the Bologna Declaration has had a significant impact on the creation and development of the new curricula at Polish technical universities. In general, it has caused limitations of the teaching hours of the particular subjects, as well as elimination or creation of the new ones. On the other hand, a continuously developing CAD world has greatly influenced the technical education at all levels of learning. Thereby, the content of teaching geometry as a technical subject has changed a lot too. Moreover, the subject Geometry and Engineering Graphics (Descriptive Geometry first) has been submitted to the new rules and the new standards. The standards of teaching this subject have started to cover not only descriptive geometry different methods of projections and technical drawings, but also introduction to Computer Aided Design. 1 Dep. of Architectural Design and Engineering Graphics, Rzeszow University of Technology, Al. Powstancow Warszawy 12, Rzeszow, Poland, [email protected] 81/300

82 3. GEOMETRY AND ENGINEERING GRAPHICS AT RZESZOW UNIVERSITY OF TECHNOLOGY The students of Civil Engineering Faculty at Rzeszow University of Technology are taught Geometry and Engineering Graphics during two semesters at the first year of study. The number of hours, which are devoted to technical drawings and engineering graphics, is only twenty hours during the second semester of study. The students spend these hours in a computer lab working with AutoCAD. Twenty ours of the classes for getting acquainted with the bases and principles of making technical drawings, architectural drawings and building structural drawings it is not a lot. Due to this insufficient number of academic hours specified for the computer lab, the teaching has been limited to the teaching of drawing only two-dimensional pictures. At the beginning of the laboratory classes students are introduced with a short review of the general fundamentals of the work with AutoCAD system, and then they carry out the laboratory exercises. Although the program AutoCAD is treated only as the tool for drawing, the students have to master this tool well, in order to perform the laboratory tasks. The exercises the students had to carry out as a part of the laboratory classes were as follows: 1. The technical drawing of the figure. Three projections according to the Monge s method of the certain figure were given. One had to copy the top and front views, draw the cross section of the figure and make dimensions of it. 2. The architectural drawing of the ground floor plan of a building. The template of the architectural drawing was given. One had to draw an architectural ground floor plan of the building on the base of the template (draw outer and inner walls, stairs, put the symbols of windows, doors, sanitary facilities, create dimensions according to the standards) [3]. 3. The working drawing of a ferroconcrete bean. The draft of the ferroconcrete bean was given. One had to prepare a working drawing of it (draw bean views and reinforcing, cross sections, make dimensions according to the standards requirements) [3]. 4. The working drawing of the steel pole or the base of the pole. The draft of the steel pole was given. The pole was composed of two beams; T-profile one and C-profile one. One had to prepare the working drawing of it [3]. It is worth remarking that, the designing assumptions of these four exercises were prepared individually for each student, so every one of them had to work independently. 82/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

83 4. THE NEW CONCEPT OF THE STUDENT S TASK The observation has been made during the last year s permits to state, that students having gone through the first three laboratory exercises manage to acquire the skill at drawing with computer assisting quite well. However, being supposed to copy the assumption of the last exercise (the working drawing of the steel pole) they have started to be bored a little. Therefore, wanting to make the students be more interested in drawing, the subject of the last exercise has been modified. That is, the 2D drawing has been replaced by 3D one. In this way abilities of the program AutoCAD 2012 have been exploited at creating projections of the figure on the basis of the spatial model of it [4]. Due to the lack of time, the students are not taught modelling technique, which bases on primitives and Boolean operations, however. They create 3D model of the steel pole using one command extrude, which enables creating 3D solid by extruding 2D region object. Next, they create three projections of the pole in the layout automatically, complete the drawing and make dimensions. Thereby, the advantage of using AutoCAD 2012 and its perfect Base View tool is taken. The creation of the spatial model of the pole has given the possibility of making the footstep farther, that is placing poles in the chic and designing the cover composed of some fragments of the ruler surface above them (Fig.1). Fig. 1. The result of the students exercise The Base View tool has simplified drawing projections considerably. It also turned out, that the students made the construction drawing of the pole on the base of the spatial model of it far more quickly than they drew the flat projections of it. What is more, they were more interested in what they did. Even the students with poor achievements got interested in the creation of the three-dimensional model; computer aided construction of the projections and coped quite well with it. The new concept of the students task has released the students from the repeatable, monotonous work, as well as has left more time for creation of new forms and accumulation of certain skills and knowledge. As it was shown in [1], introducing 3D modelling at a very BALTGRAF 2013 The 12th International Conference on Engineering Graphics 83/300

84 initial level of university education accelerated the development of spatial thinking, necessary for understanding geometric configuration of the engineering objects. Nowadays, the students not only have to face similar quantity of material (necessary elements of the image, contents of projections, principles of dimensioning according to standards) as other students did in the past, but additionally, they have to master computer as a drawing tool. On the other hand, new and new versions of AutoCAD program give new and new possibilities of simplifying drawing and make it more effective. Therefore, there is no doubt the updated drawing tools should be used in students work. However, one should take advantage of the new versions of AutoCAD and its new tools very carefully. AutoCAD 2013 enables drawing the cross section automatically. In the author s opinion, however, this option should be exploit very carefully, or even omit at the first level of education, when student have to work at shaping his/her spatial imagination. The program should not replace student s work, but only simplify it and help the student to express his/her design idea. Therefore, application of the new tools and right selection of them should be important and dependent on the level of education, as well as, the progress of teaching. 6. CONCLUSIONS It is educators responsibility to continually reflect on what they teach and how [2]. They should carefully analyse the needs of the future engineer and adapt topics and teaching methods correspondingly. The application of the new drawing tools and choice of them should be crucial. To make students being creative and interested in a new presented material one ought to be flexible and responding to contemporary world. 7. REFERENCES 1. Baušys R., Žiūrienė R. Some Aspects of Educational Paradigm of Engineering Graphics, Proceedings of 10 th International Conference on Engineering Graphics, Vilnius, 2009, p Branoff T. Teaching at a Distance: Challenges and Solutions for Online Graphics Education, Proceedings of 13 th International Conference on Geometry and Graphics, Dresden, pp. 3. Polish standards for: Technical Drawings, Construction Drawings, Building Design, Technical Product Documentation. (in Polish). 4. AutoCAD 2012/LT2012/WS+, Wydawnictwo Naukowe PWN, Warszawa, (in Polish). 84/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

85 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia BIM TECHNOLOGY APPLICATION EFFICIENCY IN ARCHITECTURAL ENGINEERING STUDIES AT VILNIUS GEDIMINAS TECHNICAL UNIVERSITY 1. ABSTRACT Tatjana GRIGORJEVA 1, Birutė JUODAGALVIENĖ 2, Eglė TAUTVYDAITĖ 3 Architectural Engineering studies are very popular around the world. At Vilnius Gediminas Technical University this study program has been taught for 10 years. The graduates of this study program have successfully worked as architects or engineers in Lithuanian and foreign companies. One of the reasons for this success lies in the innovative study process. BIM technology is consistently integrated in the studies covering four years of Bachelor s and Master s degree studies. Each project of different types of structures consists of four parts: architectural and visualization part, constructional part, calculation and design of structures and technical documentation. According to the main principles of BIM technology, the single model for a full range of actions starting from the development of virtual form, which describes all physical parameters characteristic of a real project and defines the conditions of its position, is created. Then the analysis of the model behaviour under real maintenance conditions is performed: actions and loads are described and the obtained results are analysed. The results obtained during the analysis are presented in technical documentation: drawings are generated, detailing of nodes and elements is performed, specifications and estimates are composed. KEYWORDS: Architectural Engineering, Computer Aided Design, Building Information Modelling, Study Process 2. INTRODUCTION With the development of information technologies in the field of computeraided design the concept of BIM Building Information Modelling or Building Information Model is increasingly used. Today BIM represents a new concept of Dep. of Architectural Engineering, Vilnius Gediminas Technical University, Sauletekio al. 11, Vilnius, LT-10223, Lithuania, [email protected] Dep. of Architectural Engineering, Vilnius Gediminas Technical University, Sauletekio al. 11, Vilnius, LT-10223, Lithuania, [email protected] Dep. of Architectural Engineering, Vilnius Gediminas Technical University, Sauletekio al. 11, Vilnius, LT-10223, Lithuania, [email protected] 85/300

86 computer-aided design. The essence of this conception may be described as a way to develop the strategy of building project design based on the computer-aided modelling [1]. The main task of architects and engineers is to prepare the project of the building quickly and efficiently. The project must be unique in terms of architecture and ensure rational structural solutions. The design of building architectural part begins with the conceptual stage, when ideas and primary suggestions are formulated and presented. Later, according to all the requirements, particular volumetricplanning solutions are prepared and all the necessary project documentation is issued. The design of the building structural part is firstly concerned with analyse bearing structures. The analysis results are presented in the technical documentation: drawings, final detailing of connections, bill of materials, various reports, specifications and estimates. The documentation must be comprehensive and provide sufficient amount of information in each stage of the project realization: design, expertise and construction [2]. Today architectural and structural parts of the building project are presented as general or detailed drawings with specifications of materials. The manufacturers of bearing structures complement the project by detailing drawings and other fabrication documentation. For these reasons, the quality of the project documentation in all its stages suffer, errors occurs. Error detection hinders the process of design and construction. Time and money are lost and in the worst case failures occurs in the real object [3]. 3. TRADITIONAL COMPUTER DESIGN SYSTEMS AND ITS APPLICATION IN STUDY PROCESS Today general graphic systems, like AutoCAD, are used for preparing of architectural and structural drawings and analysis of bearing structures is performed in separate system. This standpoint does not ensure the solution of above mentioned problems. Single source of information generation and designing process controlling remains the human, who firstly is creating drawings, later make all corrections and updates. Also the human detect all the errors and correct it. There is no doubt, that this technology of project documentation creation has some advantages, but do not ensure harmonized information updating between all the project participants during the all design and construction stages. The analysis of the bearing structures is one of the most important parts of building project. Any structural solution should be based on calculations and analysis and satisfy all strength, reliability and durability requirements. The engineer, in order properly determine stress and deformation state of building structures, to solve design or verification tasks, forced to formalize the actual structure, making it an idealized computational scheme. For a long time graphical systems and analysis systems was developed in parallel as independent systems. Today modern computer-aided design systems are fully integrated with analysis systems [4]. 86/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

87 So, the main purpose of computerization is to warrant circulation of information between all project participants. It ensures by using of modern computer-aided design systems integrated with analysis software. These modern computer systems extensively implemented at Lithuanian architectural and structural design companies. Department of Architectural Engineering at Vilnius Gediminas Technical University in purpose to ensure graduates competitiveness in labour market, intensively integrates into the study process both traditional computer-aided design systems and systems based on building information modelling. 4. MODERN BUILDING INFORMATION MODELING CONCEPTION Modern computer aided design technology is based on fundamentally new design methodology. According this methodology 3D graphical-information model of building is creating. This 3D model contains all necessary information about building geometrical, physical, and mechanical and other parameters. In principle, this model is a project database, single information source for all participants of building design and erection process [1, 5] (Fig. 1). 3D graphical information model of building consists of parametric objects arranged in the virtual space as real elements of a building. At any time graphical information can be generated from a model in standard form: plans, elevations, sections, images, details, and etc. Also from the same model various tables, specifications, sheets of quantities of materials and production, reports and estimates are generated. Associative links between the computer model and drawings allows updating of all technical documentation after the revision and updating of the main 3D graphical information model. Graphic information modelling provides a unified project management system that allows: adjust the technological design process steps, synchronize and coordinate the actions of participants of the design process, store design and development history in the unified database. The design process based on a graphic information modelling concept includes the following steps: a virtual prototype of a real structure with all inherent characteristics of the actual structure (geometry, cross sections, materials, boundary conditions and loads) is created; the virtual model testing is conducted with the aim to evaluate the behaviour of current structure and to find optimal design solution; the kit of necessary technical documentation is generated directly from the virtual model. BIM technology using can achieve the following, very important for the smooth building design, erection and management process aims: co-operation between all building design and construction process participants; BALTGRAF 2013 The 12th International Conference on Engineering Graphics 87/300

88 data exchange with other participants; coordinated arranging, adjusting and updating of documents; quantities of materials and products, financial resources calculation; planning and searching of optimal variant. The main advantages of BIM technology are: consistent conceptual design; complex analysis of the bearing structures; creation of the drawings; quantities of the materials and structures, specifications; calculation of the estimates; planning of the building construction; selection of the optimal variant of project. Architectural drawings Structural drawings Architectural visualizations BIM MODEL Structural analysis and design Construction and exploitation Quantities of materials Detailing of structural joints Fig. 1. The concept of Building Information Modeling (BIM) So, the modern BIM technology allows creating design, construction and exploitation strategy of building object, based on computer aided and graphic modelling techniques. This technique provides integrated management of graphic (CAD) and databases (DB). Allows separate participants of building design and erection process to combine into united team, better, cheaper and faster to carry out building design, erection and exploitation stages [4]. In future grows the number of BIM technology users, which are interested in increasing of business efficiency and productivity. 5. BUILDING INFORMATION MODELING IN ARCHITECTURAL ENGINEERING STUDIES Architectural Engineering studies are popular around the world. At Vilnius Gediminas technical university this study program is rather new and has been taught 88/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

89 for 10 years. The main advantage of this program is that students acquired a deep knowledge of both the architectural and structural design. After finishing of bachelor or master studies graduates can successfully work as architects or structural engineers. Vilnius Gediminas Technical University Architectural Engineering degree program is formed so that students have access to all necessary knowledge, from the traditional computer-aided design systems, and from modern graphic-modelling concept-based information systems (Fig. 2). For the first-year students during the first semester the course "General Engineering Graphics is teaching. According to this course the students acquire the fundamentals knowledge of engineering graphics and have look traditional computeraided design system AutoCAD. At the second semester the course Architectural graphics is teaching. This course based on the information technology and modern modelling methods of buildings. Students learn to use the modern BIM systems like REVIT Architecture and REVIT Structure. Fig. 2. The principle scheme of the Architectural Engineering studies Later the acquired knowledge of engineering graphics, computer-aided design and BIM technology successfully applied for the Architectural Design 1, Architectural Design 2, Structures of Buildings and other courses. The BIM models are created and all necessary documentation is generated. Second and third year bachelor studies include a lot of fundamental theoretical courses of reinforced concrete, steel and timber structures design and construction. Also the students are studying the analysis and design of bearing structures using BALTGRAF 2013 The 12th International Conference on Engineering Graphics 89/300

90 ROBOT Structural Analysis software. At the end of bachelor study program the final work is preparing. This final work consists of both architectural and structural parts. 6. BIM APPLICATION EXAMPLE With the aim to demonstrate the efficiency of BIM technology the final bachelor work The Museum of Art at Vilnius, Upes Str. of student of the Department of Architectural Engineering at Vilnius Gediminas Technical University Egle Tautvydaite defended at 2011 spring is presented below. Firstly the architectural part of project was created. This part contains the principle idea of architecture, the detailed architectural 3D model and all necessary drawings (Fig. 3). The next step of project was the structural part. This part consists of calculations of bearing structures and drawings (Fig. 4). Fig. 3. The Architectural part of final work 90/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

91 Fig. 4. The Structural part of the final work BALTGRAF 2013 The 12th International Conference on Engineering Graphics 91/300

92 The detailed 3D model (Fig. 4, step 1) was imported into the environment of calculations of structures. Then the design of bearing structures was done and the results was analysed (Fig. 4, step 2) the drawings of structures were generated (Fig. 4, step 3). The last step of the final work was some interior visualization (Fig. 5). For the final work defence the kit of architectural and structural drawings, the 3D model and posters were prepared. 7. CONCLUSIONS Fig. 5. The visualizations of the final work project During the last years there is strong request from the market for the computeraided design software for the building design is occurs. It should be the flexible and versatile software with extended graphics integration to simulation and analysis systems within a user-friendly design environment. With the aim to give the more possibilities at competitive struggle Vilnius Gediminas Technical University gives for Architectural Engineering study graduate s knowledge of innovative design software. Such as BIM technology is consistently integrated in the study process. The successful students final works shows the efficiency of such approach. 92/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

93 8. REFERENCES 1. C. Eastman, P. Teicholz, R. Sacks, K. Liston. BIM handbook. New Jersey: John Wiley & Sons, V. Popov, T. Grigorjeva. Integrated Design Systems in Building Construction. Proc. Conf. on Advanced Construction, Kaunas, 2007, p V. Popovas, A. Jarmolajevas, T. Grigorjeva. Automated Design Systems Today. New construction magazine, 6-7, 2003, p , p V. Popov, T. Grigorjeva. Integrated Computer-aided Design of Building Structures. Building Structures and Technologies, 2, 2010, p W. Kymmell. Bilding Information Modeling. New York: McGraw-Hill, BALTGRAF 2013 The 12th International Conference on Engineering Graphics 93/300

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95 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia 1. ABSTRACT GEOMETRICAL ASPECTS OF RESTITUTION AND REVITALIZATION OF THE WOODEN ARCHITECTURAL STRUCTURES Renata Anna GÓRSKA 1 The purpose of the work is to provide evidence of geometrical restitution of the old wooden church which has been moved from the small village of Jawornik near Myślenice in the Southern part of Poland into the district of Nowa Huta in the years 1983 to The reconstruction of the whole church together with the restitution of a wooden bell tower which was burnt down in a fire required wide geometrical knowledge of a perspective projection. Reference to the old design drawings has been here provided. Good knowledge of carpentry works and structures and various types of wooden joints have been used to revitalize the old structure. This work has been dedicated to engineer architect Kazimierz Terlecki who was the author of the architectural design project and who supervised the reconstruction on the site. KEYWORDS: Revitalisation of Architectural Structures, Geometry, CAD 2. INTRODUCTION As the website [3] provides information there is 251 most valuable and highly interesting historic wooden buildings, which create the space of the Wooden Architecture Route in Małopolska in the southern part of Poland. We can read further that along the trail are picturesque Roman Catholic, Greek Catholic and Orthodox churches, tall bell towers, old polish manor and detached houses, heritage parks, all of which are considered invaluable legacy of folk culture that stood the test of time. It is a family story of the author whose father, Eng. architect Kazimierz Terlecki, worked on reconstruction of the Auxiliary Church of St. John the Baptist and our Lady of Scapular in Kraków-Krzesławice (Fig. 1). The baroque church was originally built from in Jawornik near Myślenice (30 km out of Kraków in direction to the South). The efforts of the parish priest Monsignor Jan Hyc brought 1 A-43, Faculty of Architecture, Cracow University of Technology, Warszawska st. 24/ , Kraków, Poland, [email protected] 95/300

96 about a difficult at those still communist times decision made by the municipal authorities who issued acceptance for the idea of moving the church to the district of Nowa Huta. Decision of the location (dated: ) and the conditions for execution of the investment have been preserved in the church archive. As the construction site the location has been chosen in the district Krzesławice in Nowa Huta, next to the old Jan Matejko s manor 2 (Fig. 4). In the author witnessed these historical moments when the wooden elements of the church have been taken apart from the original construction, labelled with the system of specific designations, moved to the new location and put together to become a treasure on the historical track of the old wooden structures. The church has a log construction. The structure of the church roof consists of the rafter framing. The bell tower has been completely reconstructed based on the old photographs (Fig. 2). At this point descriptive geometry played the key role in reconstruction works. The old bell tower burnt down when the church stood still in Jawornik (Fig. 2a) and there was no documentation available to support reconstruction works. 3. LOCATION SITE OF THE CHURCH The church has been located on a plot that was the municipal ground property in the district of Krzesławice. From the technical documentation which is still preserved in the church files one can read the following technical data: 1) Ground area for the site location 2950 m 2 ; 2) Site area used by the church structure m 2 ; 3) Site area used by the reconstructed tower m 2 ; 4) Cubic capacity of the structure m 3 ; 5) Cubic capacity of the tower m 2. The roof structure consists of piles and the joists and has been covered with wooden shingles. The reconstructed tower has also the structure with the elements of the piles, braces and joists. Geometrical construction of the tower structure constitutes of a truncated pyramid with the base m, with two cupolas: one situated on the level m, the other at m. The walls of the church have cladding made of wooden planks. All the woodwork elements such as doors and windows have been impregnated and fire protected. In a plan view the basic dimensions of the church structure are: the length m, width 7.70 of the main nave of the church. 2 The Auxillary Church of St. John the Baptist and Our Lady of the Scapular in Kraków-Krzesławice ul. Melchiora Wańkowicza, Kraków, PL 96/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

97 b) Land development plan for the church a) Geodesic plan of the church Fig. 1. Plot location for the Church of St. John the Baptist and our Lady of Scapular in Kraków- Krzesławice: a) geodesic plan, b) Land development plan for the church 4. GEOMETRICAL RECONSTRUCTION OF THE CHURCH TOWER The reconstruction of a photographical picture complies with the methods applied in theory of perspective projection. Leopold [1, p ] for example provides in her textbook two methods for reconstruction of photographic pictures; both methods are based on the ability to recognize a rectangle of the fixed dimensions within the photographic picture. In practice two cases of the method have been distinguished: 1) the recognized rectangle with the fixed dimensions can be positioned vertically or 2) the rectangle can be positioned horizontally in reference to the ground plane. In both cases the horizon line has been determined at first which in most cases in not a difficult task. This type of photographic restitution refers to the cases of a perspective projection (not the general case of a central projection) when the verticals retain their vertical direction in the photographic picture. Restitution of the picture (Fig. 2a) has been done (author: Dr hab. inż. O. Vogt) based on the available pictures. Pillet s ranges of points [1] have been used to recognize the heights of the main points of the construction (Fig. 3). Firstly, Vogt constructed the horizon line, then provided two linear measures (Fig. 3b) with relevant scales 1:50 and 1:100 and spaced from each other at the distance of 20 cm which in a scale 1:50 is equivalent to the distance of 10m. Then he fixed the Pillet s range of points to find the intermediate points on the enlarged picture. By connection of respective points on two homographic ranges of points he determined the vertex of the Pillet s pencil and thus the main height points of the structure were labelled with the relevant levels. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 97/300

98 Dimensions of the tower have been determined based on the photographic image. The calculations gave the following data for the dimensions: 1) Rectangular base of the tower has the dimensions of m; 2) The height of the lower part of the tower is 9.80 m +( m for the rim around the tower; 3) At the level m the bell chamber of a prismatic shape rises to the height m. In this part we can see 6 windows in three walls of the tower; 4) The bells chamber between the supporting part and the first cupola has the height of 3.6 m; 5) The cross section at the level (above the bells chamber) is of a rectangular shape and has side dimensions m; 6) The lower and larger cupola is 2.83 m high (together with a small roof around it), while the radius of it is 1.32 m; 7) The lower cupola a has small roof which stretches out of a construction. The height of this roof is 0.40 m; 8) Between the levels and we have so called lantern with 8 columns, each of 1.15 m high and topped with a wooden crown of 0.22 m height; 9) The top of the tower has been decorated with a small cupola between the levels and m; the height of the small cupola is 1.79 m; 10) The height of the spire with the cross is 3 m; 11) The total height of the tower is m. a) Jawornik original photograph b) Krzesławice South-Eastern view 98/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

99 c) Wooden log construction of the church d) Krzesławice South-Western view Fig. 2. Four photographs of the Church a) the old photograph from Jawornik, b) contemporary picture of the Church, c) a) Heights determination using the Pillet s range b) Pillet s homographic ranges of points Fig. 3. Scan of the restitution provided for the photographic image BALTGRAF 2013 The 12th International Conference on Engineering Graphics 99/300

100 Reconstruction of the wooden tower required good knowledge of carpentry work. Fig. 4a shows the construction carrying 2 bells (between the levels and 14.20). The system of piles, joists and bracings carry the bells. Structural resistance and rigidity has been achieved by application of the bracings. In Fig. 4b we can see the construction of the small cupola between the levels and where the top spire of the tower has been fixed. Both cupolas, the lower and the upper one have been constructed based on the octagon and have the symmetric construction. a) b) Fig. 4. Wooden construction of the tower: a) Piles, joists and bracing of the bells-carrying grate between the levels and 14.20; b) Small cupola between the levels and Both cupolas have been constructed with aid of the wooden templates which have been made of wood planks (5/4 ) and driven by nails. The curvature of the external edge of the template was obtained by segmentation of the curvature into 6 divisions. The whole construction of a cupola took 8 templates fixed together with the system of braces. The cupolas have been coated with planks (1 ) with the spaces of 1 mm provided between them. The whole structure has been faced with a copper sheet mm thick. The cross-section of the tower has been presented in Fig. 5. Construction of the templates can be noticed in the picture. 100/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

101 Fig. 5. Architectural construction drawing of the large and small cupolas, the lantern between them and the spire BALTGRAF 2013 The 12th International Conference on Engineering Graphics 101/300

102 5. SIMPLICITY OF GEOMETRICAL SOLUTIONS Fig. 6. Wooden construction of the supporting grate below the lower cupola (level ) geometrical solutions for structural resistance In Fig. 6 we can see the construction of a wooden grate supporting the columns which create the lantern above the larger cupola (cross-section at level ). The construction joists of the tower floor (level ) are uniformly displaced at 0.95 m and parallel to the tower faces (vertical lines denoted with a centre line at the top of Fig. 5). It has been assumed that there will be 8 columns creating the lantern. If regularly distributed, they would be arranged around a circle. The radius of the circle r = 0.80 m has been assumed. Fig. 7 presents the idea of distribution and the ideal drawing of the supporting grate together with the principal directions of the joists which were supposed to go somehow across the horizontals and vertical directions so that they can be supported by the floor beams structure. The reason for such distribution of joists laid on the assumption that every two neighbouring columns should stand on a common joist. 102/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

103 The joists (Fig. 6) have two types of connections: 1) the dovetail connection or 2) dap connection. Fig. 7. Wooden construction of the supporting grate below the lower cupola (level ) geometrical solutions for structural resistance 6. CONCLUSIONS Restoration of old, historical structures plays the key role in contemporary architecture today. Historic preservation can and should be an important component of any effort to promote sustainable development. The conservation and improvement of our existing built resources, including re-use of historic and older buildings, greening the existing building stock, and reinvestment in older and historic communities, is crucial to combating climate change. [4]. As far as the old structures such as wooden churches are the treasure of our culture much effort must be undertaken to preserve them for the use by the future generations. Durability of wooden structures to the great extent depends on preservation of their structure and used materials. Old structure restoration that has been described in this paper brings about the evidence that the old-fashioned means and methods such as perspective projection theory, planar geometry and carpentry can be still applicable for design work remains a useful tool for a designer. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 103/300

104 All the technical drawings which are here inserted were originally hand-made done by the architect Kazimierz Terlecki. The beauty of the drawings cannot be neglected. 7. REFERENCES 1. Bartel K. Perspektywa malarska. PWN, Warszawa, 1955, -85 pp. (in Polish). 2. Leopold C. Geometrische Grundlagen der Architekturdarstellung. Verlag H. Kohlhammer, 1999, S (in German) (in Polish). 4. Sustainable Preservation /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

105 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ABSTRACT ZANIS WALDHEIMS' GEOMETRICAL ART Yves JEANSON 1 The intention of this paper is to make known the intellectual and artistic creative process of Latvian born Zanis Waldheims (Riga, Latvia 1909 Montreal, Canada 1993) who has come to imagine and develop an approach similar to a graphic design language to illustrate in a nonfigurative art form his interpretation of concepts and findings inspired from his research in the broad range of scientific and philosophic domains also from psychology. The original source of his inspiration comes from the idea of French philosopher Maine de Biran, in the creation of a map for human orientation that will find its way in a structural art based on geometry as an abstraction, that will lead him to create over a period of four decades six hundred large scale geometric artworks, also to copyright a twenty-two chapter thesis. KEYWORDS: Geometrical Abstraction Art, Aesthetic Structural Language TRANSCENDING SIGNS AND GRAFFITI Looking at Waldheims research books, on can notice in the margins, hundreds of small geometrical figures that he intuitively drew to transform the one-dimensional linear order of words into a two or a three-dimensional representation. Single squares and circles, paired circles, concentric squares and circles, diagonals, arrows indicating directions and similar basic geometrical figures viewed in plan or elevation views are the basic elements of his abstract geometrical art. One understands that Waldheims had a very strong natural inclination and sensibility towards geometrical forms and visual arts. (Fig. 1. Transcending Signs and Graffiti. Excerpts from Edmund Husserl s French translation of General Introduction to Pure Phenomenology.) PROSPECTIVE IDEAS FROM THE DOMAIN OF THEORETICAL PHYSICS Although there are many sources of inspiration in Waldheims work, one source that will play a definite influence in the elaboration of his graphic and geometrical language will come from what is known in the scientific domain as Weyl- Minkowsky s Universe. Waldheins geometrisation idea is inspired from the 1 Freelancer, Montreal, Canada, [email protected] 105/300

106 graphical representation of Causal structure, Light cone K, life line L as illustrated in Weyl s book: Philosophy of Mathematics and Natural Science. (Fig. 2. Causal Structure). However, he will reinterpret this representation in his own terms by transferring on the horizontal axis what was originally on the vertical axis and he will add to his schema, lines to represent concepts of thermodynamics: matter and energy crisscrossing their axis. He will also add curved lines to represent outside dynamic influential forces. (Fig. 3.) He will also retain the hatched lines from Weyl- Minkowsky s original graphic shown in Figure 2 that will represent the time-space layer over the main idea of a drawing. (Fig. 4.) PROSPECTIVE IDEAS FROM THE DOMAIN OF PHENOMENOLOGY Another important source of influence will come from the domain of phenomenology, a branch from contemporary philosophy by philosopher Edmund Husserl in which domain intuition plays an important role in the process of general understanding. A sentence from Husserl s book: General Introduction to Pure Phenomenology suggests that absolute reality corresponds exactly to a round square will have a strong impact on Waldheims imagination. Although this is a material impossibility, he will interpret this geometrical metaphor in his own way. He will imagine the square, as an imaginary limit that would progressively deform towards the inside, generating successively in its passage a series of convex and concave figures of which he will only keep the square, the circle, the rhombus, the inversed circle, the XY axis, and an imaginary point as the extreme limit of the transformation. (Fig. 5. Husserl s Round Square ). This will be the key to his philosophical argument in his exhaustive geometry, that is to say, that everything concerning human nature has three elements: an extensive, an intensive and their integration. He will also extract from this demonstration, six figures and align them linearly on the horizontal plane and he will give them a symbolic and relational meaning such that the square will represent the physical and geometrical space; the circle will represent the human being; the rhombus, the equilibrium status or homeostasis of an organism; the inverted circle, the intellectual faculties; the XY axis of the Cartesian geometry will represent the mathematical mind; and the centre point which will represent a limit. (Fig. 6. Extraction of six primary geometrical figures). Once those concepts are assimilated, one can start interpreting the art works that are compositions based upon layers of meaning. AN INCURSION INTO WORDS AND MEANING From Husserl's idea of the round square he will push one step further into geometrical abstraction with the intention to put order into the subjective domain of words which are for him the source of incomprehension between human beings. Specifically to the square figure, he associated the word extensive, and to the point, the word intensive. For him, extensive represented a large broad area, a space, a limit; 106/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

107 while intensive represented, energy, tension, the other limit. Extensive and intensive and their meaning are linked to those geometrical figures that for Waldheims are psycho-physical elements as they represent an organic relation between feeling, seeing and thinking. He also drew from Hegel s idealism the idea of dialectical triads. Thus he extended the analysis process by annotating specific words in his books with three small geometrical figures which will bear for him three distinct values: extensive, intensive and integrative respectively represented by the square, the rhombus and the point. He then built what he called in his vocabulary Units of Sense, sense in the sense of what does your verbal proposition mean similar to ethical opposite such as hate and love; sense units which were composed of three words that are logically interrelated and repositories of information for discussion and in the solution to a problem concerning the human nature. Thus for Waldheims, to judge a situation in respect to human relations, it is necessary to create those units of sense. A word such as mediation is an integrative word. THE UP-MOTION OF CONSCIOUSNESS (FIG. 7) Although it is not specifically a sentence that will trigger Waldheim s creative process but an ensemble of sentences, the introduction opening sentence from Rudolph Arnheim's book, Towards a Psychology of Art (See Arnheim s quotation) can resume in one drawing most of Waldheims' artistic creative process. Arnheim, the perception psychologist, introduced Waldheims to the idea of an organic pyramid of science, while the French palaeontologist Pierre Teilhard de Chardin in his book: Le Phénomène Humain will give Waldheims the intellectual material that will explain parts of the coloured drawing, for instance the unfolding of the material cosmos from primordial particles as well as the concept of evolution and the ages of earth and the universe. Finally, the top three upper levels of Figure 7 will represent from the domain of psychology the hierarchy of consciousness over the sub-consciousness over the unconsciousness. In its 2D physical construction, this drawing is an elongated ovoid form composed of different layers of spheres that varies from the very small at the bottom, to the largest at the top. In its three-dimensional rendering, it is an organic pyramid with four sides; that when seen from the top or the bottom is a succession of squares within squares. The originality of this intriguing octahedron is that the perimeter of the base, after gaining in width as it gains in altitude, attains a maximum at approximately one third of its height. At this level of elevation, the perimeter progressively reduces towards the last two thirds due to the size increase of the spheres as their number decreases to reach one massive sphere at the top that represents from the domain of psychology consciousness. One of the most amazing characteristics of Waldheims design is that the whole form repeats successively at smaller scales; it has the characteristics of fractals. One can imagine that there are curved XY plane for each level of the structure that is perpendicular to the Z axis which is in elevation view. (Fig. 8.) Many of Waldheims abstract drawings are BALTGRAF 2013 The 12th International Conference on Engineering Graphics 107/300

108 illustrations of studies based on the meaning of the top three levels which represent from the domain of psychology the conscious (top level), (Fig. 9.); the subconscious (second level), (Fig. 10); and the unconscious (third level) (Fig. 11). Each level is having their particular meanings. TOWARDS THE THIRD DIMENSION (FIG. 12) In the last five years of his artistic production Waldheims turned his drawings into three dimensional structures. Using Styrofoam and/or cardboard he built a series of prototypes of his original drawings that revealed unsuspected visual effects and additional material for discussion and interpretation. For Waldheims, this tends to prove that there resides in man s mind, logical and visual structures that can help to understand the meaning of an idea at least try to represent it even it is subject to be subjective. SCIENTIFIC CULTURE: AN INEXHAUSTIBLE SOURCE OF INFORMATION Once Waldheims had set in place his geometrisation language, he devoted all of his energies to systematically interpret texts from many domains but mainly from psychology in order to generate meaningful designs in singles, diptychs or triptychs. One that consults his sketch books finds the graphical web of lines and colour palette in many designs where the division of the square and colours will structure his art. As per example Figure 13 (Eight to the square power) where the structure of the clear and obscure creates this unprecedented modern art chiaroscuro. COLOURS Colours will give flesh to the skeletons of the geometric grids or meshes of lines and figures composing the drawing. Colours also gives the illusion of depths of a three dimensional figure. They express the individual differences of an organic system such as the human being. No colours will have a particular meaning but will rather be the object of his actual sensibility. In his artistically masterful hand application of colours, he will be able to draw tones of colours into eighteen different shades. CONCLUSION An idea that is susceptible in its visual and symbolic form to go through such a series of dimensions, seems to carry a sense of reality and truth that is more explicit than if only expressed in words or formulas. It is an organic and geometrical exhaustion: linear to surface thinking; surface thinking to three dimensional rendering that generates the positive and the inverse of the same form, and by colours tones that gives a sense of harmony and beauty that attracts the eye and the mind see to provoke an aesthetic experience. 108/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

109 Fig. 1. Fig. 2. Fig. 3. Fig. 4. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 109/300

110 Fig. 5. Fig. 6. Fig. 7. = Fig /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

111 Fig. 9. Fig. 10. Fig. 11. Fig. 12. Fig. 13. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 111/300

112 SELECTED LIST OF QUOTATIONS FROM THE ZANIS WALDHEIMS ARCHIVES: - Rudolph Arnheim. R, Toward A Psychology of Art: A pyramid of science is under construction. The ambition of the builders is eventually to cover all things, mental and physical, human and natural, animate and inanimate, by a few rules. The pyramid will look sharp enough at the peak, but toward the base it will vanish inevitably in a fog of stimulating ignorance like one of those mountains that dissolve in the emptiness of untouched silk in Chinese brush paintings. For as the base broadens to encompass an ever greater refinement of species, those few sturdy rules will intertwine in endless complexity and form patterns so intricate as to appear untouchable by reason. - Pierre Teilhard de Chardin: Le Phénomène Humain: La nappe pensante qui, après avoir germé au tertiaire finissant, s étale depuis lors par-dessus le monde des plantes et des animaux; hors et au-dessus de la biosphère, une noosphère. SELECTED LIST OF REFERENCES FROM THE ZANIS WALDHEIMS ARCHIVES 1. Albers J. Interaction of Color. New Haven and London, Yale University Press Arnheim R. Toward A Psychology of Art. Berkeley: University of California Press Birren F. Color Perception in Art. New York: Van Nostrand Reinhold Company Cassirer E. La Philosophie des Formes Symboliques. Paris: Les Éditions de Minuit (in French). 5. Chardin Pierre Teilhard de. Le Phénomène Humain. Paris: Éditions du Seuil (in French). 6. Husserl E. Idées Directrices Pour une Phénoménologie. Gallimard (in French). 7. Oswald W. The Color Primer. New York: Van Nostrand Reinhold Company (in French). 8. Russell B. Introduction à la Philosophie Mathématique. Paris: Payot (in French). 9. Weizsacker Viktor von. Le Cycle de la Structure. (Der Gestaltkreis). Desclée de Brouwer (in French). 10. Weyl H. Philosophy of Mathematics and Natural Science. Princeton: Princeton University Press /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

113 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia 1. ABSTRACT USAGE OF COMPUTER AIDED DESIGN SYSTEMS IN STUDY PROCESS Birutė JUODAGALVIENĖ 1, Tatjana GRIGORJEVA 2 This paper presents trends of new technologies in teaching process for future engineers of Vilnius Gediminas Technical University (VGTU) and describes the opportunities and prospects of the available hardware of Lithuanian enterprises of building design. The article deals with how to balance the presentation of latest technologies of the civil engineering program in order training modules would be relevant to labour market needs. KEYWORDS: CAD, Revit Architecture, Engineering Graphics, Information Technology 2. INTRODUCTION Today, it is difficult to predict the balance between the prepared for students certain discipline tasks in the teaching materials of universities. First or second year s training materials should be prepared so that it would be useful not only for further studies, but also would meet future employers' needs. Employers' wishes increase as technology improves. Subject teachers have to learn, develop and adapt to the new technologies, solutions and achievements. Lithuanian market along with the education system understands that an investment into the teaching staff of university who is able to adapt and develop new technological advances, and provision of universities with the adequate new technologies is the investment not only into the future economy, but the matter of university s prestige also. Essentially there are no barriers while installing new computer programs in the computer classes of VGTU: financial and other possibilities are found. There are no obstacles to progress for teaching staff as well. There are organized trainings, consultations. Distribution companies of software train teaching staff for a symbolic price. University faculties and departments cooperate with each other so that the student could come to the 1 2 Dep. of Architectural Engineering, Vilnius Gediminas Technical University, Saulėtekio 11, Vilnius, LT10223, Lithuania, [email protected] Dep. of Architectural Engineering, Vilnius Gediminas Technical University, Saulėtekio 11, Vilnius, LT10223, Lithuania, [email protected] 113/300

114 higher courses having certain basic knowledge, will be able to work independently, be able to present implemented works and so on. 3. SOFTWARE OF LITHUANIAN COMPANIES OF CONSTRUCTION DESIGN New criteria in the preparation of technical professionals arise while science and technology develops: the ability to control computer technologies. The need to understand the enormous flow of information and development of new information technology (IT) requires from the engineer visual education and graphic literacy. Graphic culture becomes the second literacy: one of the competence components of professional engineering. If in the past, this literacy was a simple two-dimensional charts, tables, graphics or drawings, and then modern software possibilities are greatly expanded. There are many areas where are used three-dimensional modelling and animation. One of them construction design. Today it is known that none of the design institutions are issuing projects carried out with pencil. Construction design companies are mostly working with the AutoCAD computer program. Individual architect companies are working with ArchiCAD, Revit Architecture or other programs intended to design the architecture. Only a few leading design companies of Lithuania (one of it Veikmė ), which unite the architects, constructors and professionals of engineering networks globally changed the working tool switched from AutoCAD to Revit software program, which has greater possibilities of building design: 3D modelling, BIM (building information modelling) and parameterization. Lithuania has a wide variety of small and large design companies, but today only a small part of it can begin to change partially old computer programs into new ones. Firstly, the economic crisis affects it, which affected the most the construction market, and secondly inability to work with the latest CADs (computer-aided design systems). But, undoubtedly, will come a time when the situation in design companies will change and they will be equipped with modern computer-aided design systems. And properly prepared specialists in universities will join and speed up the process. 4. APPLICATION OF COMPUTER-AIDED DESIGN SYSTEMS WHILE PREPARING THE CONSTRUCTION ENGINEERS 4.1 CAD Construction Engineering Programs in discipline of engineering graphics CAD, exchanging one the other, globally changed two factors of design process: the quality and deadlines, conceptually resulting the change of approach into training of future construction engineer. Overall strategy of the new quality of higher education requires from teacher the constant adjustment of improvement tactics of education process. One of the most topical issues of technical universities related to CAD system is the development of the disciplines which provide the students with 114/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

115 graphic preparation. This is a General engineering graphics and Applied graphics, which aim to provide students with a three-dimensional, constructional, geometric and algorithmic thinking. Dimensional models-drawings are only relative image of three-dimensional space, so very important becomes ability of imagination to understand the two dimensional drawing as three-dimensional object. This is very important in developing a thinking of construction engineer, whose professional activities are closely related to the modelling and construction. Future construction engineer must have knowledge of parameterization of geometric objects, perception of interaction of objects in space. Dispute on geometric modelling and 3D model construction is meaningful only in issues of modelling methods and computer systems. 3D model is not only accurate and clear information of designed product, but is the most important link of simulation methods [1]. A computer program is not very important while teaching the students of Faculty of Construction the engineering graphics. Nowadays it is perfect still the most popular in Lithuania AutoCAD program. But, the AutoCAD graphics program can only create two-dimensional models of building drawings, and three-dimensional design programs of buildings have already begun to entrench itself in the largest Lithuanian design companies. And the ability of the university graduates to work with a new 3D computer building design program would be a huge advantage when they come to work in such a company with no work experience. 4.2 Study subjects related to IT in discipline of construction engineering Students whose specialization is VGTU s construction engineering in a first course is studying two subjects which are directly related to information technology: informatics and engineering graphics. Students acquire a general knowledge about basic concepts of information technology, the use of a computer and file managing, word processing, spread sheets and data transmission technologies in the informatics course. Students are learning the material of engineering graphics course for two semesters. In the first (called "General Engineering Graphics") students are introduced to the basics of general engineering graphics and design principles, and modern computer-aided design systems. In the second (called "Applied Engineering Graphics") future construction engineers are introduced to basic requirements of engineering graphic documents creation and management, using a computer-aided design system, to the building design drawings. Students who are studying at the higher courses must be able to use the received knowledge understanding the training material of new courses, while doing term papers and other tasks. The first task of this type is a Building architecture and constructions term paper [2] carried out already in the third semester of study. Students with the help of newly acquired knowledge are preparing term paper, which execution speed depends on the acquired knowledge during engineering and applied graphic course. Therefore, in the faculty of construction it is important not only structure of graphics course, scope, tasks, but also software of information technology BALTGRAF 2013 The 12th International Conference on Engineering Graphics 115/300

116 (computer software), that allows the student to learn about basics of engineering and applied graphics. 4.3 Implementation of task of Engineering Graphics, using AutoCAD and Revit Architecture software Just 20 years ago, during learning course of the engineering graphics, one of the tasks was geometric drawing task, which included straight and curved lines of various widths, tangential arcs, smooth connections, building of polygons and the like. The student in order to do a task of this topic must knew such algorithms as finding centre of the tangential arc (Fig. 1), finding a tangential point of the line and a circle (arc) (Fig. 2), et al. Fig. 1. Locating of tangential arc centres in a graphical way Fig. 2. Locating of tangential straight lines in a graphical way It was drawn just with pencil and a student had to learn the theoretical basics of geometric drawing. Already at the end of the last millennium, the first computers appeared in the classrooms of VGTU and were installed the AutoCAD graphics program. At first glance it seems that the subject of geometric drawing has disappeared, because there is no need to perform the mentioned tasks. No, the subject of geometric drawing is not disappeared, it was transferred to a computer, and it means the pencil is changed by computer pencil faster, more accurate and more convenient. While working with AutoCAD, the student is no longer necessary to know the algorithm, which allows a computer program to create a polygon, tangent, or tangential arc (Fig. 3), it simply learns the course of execution of commands and options. With the development of AutoCAD versions, other engineering graphics works (automated image and layer locating) were transferred to the CAD system, too. 116/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

117 So, already 20 years ago, technology has changed leading to the changes of works of engineering graphics. A similar situation exists today, if 20 years ago the designers have mastered the AutoCAD program, so now specialized design companies are mastering specialized programs: Revit Architecture, intended for building design, Inventor, intended for the design of machines and so on. Do teachers of engineering graphics have to learn these programs? This issue concerns not only the teachers' skills, but the curriculum modules, too. If the course of engineering graphics is far behind from today's development pace of information technology, it is not known how usually university graduates will be able to integrate into the economics market. Already today there is search for building designers in job offers who work with Revit (and other) programs. If teachers learn a specialized program (e.g. teaching civil engineering for students Revit Architecture), a further question is: should AutoCAD then be rejected or just a building drawing (in the course of Applied Engineering Graphics ) to perform the task with Revit Architecture software? Fig. 3. Polygon, tangential arc and the tangent created with AutoCAD Fig. 4. 2D contour created in Revit Architecture program 4.4 Task of geometric drawing done in AutoCAD and Revit Architecture program The authors conducted tasks of geometric drawing with both programs. Figure 4 shows example of performance of 2D contour in Revit Architecture program. Comparing the drawing of geometric contour in AutoCAD and Revit Architecture software, it is noted that: 1. File template can be created in advance with both programs. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 117/300

118 2. Such editing and creation commands of the contour like Line, Circle, Arc, Fillet, Rotate, Mirror, etc. are in the both programs, although the work with them is a little different. 3. Time intended for performance of 2D contour task depends on the work skills of one or another program. True, Revit Architecture program has couple of editing features which are significantly different from already known ones, such as alignment (Align), split (Split), and the algorithm of some other functions differs from the learned in AutoCAD. So what are the advantages of Revit Architecture program? Of course, this program is not intended for drawing of 2D contour (though it can be done in it), so we can say that implementing the task of geometric drawing, it is not appropriate to choose Revit Architecture program. But, the benefits of this program should feel the students of Civil Faculty while implementing task of building drawing and it is only the task of applied engineering graphics. And there is no need to speak about the benefits of learned program in the higher courses and future jobs, because it is obvious. 4.5 Task of construction drawing done in AutoCAD and Revit Architecture program Students of civil engineering during the course of "Applied graphics" are introduced to the main architectural drawings of buildings: sections, plans and facades. This course provides the features of construction drawings and conditionality. There are resolved matches: plan a horizontal section of the building, the facade view from the front/rear or the other and so on. This work has been carried out in AutoCAD up till now. If this task starts to be prepared in Revit Architecture program, the following problems will begin: 1. If in the course of "General Engineering Graphics" drawing tool is AutoCAD program, it will take some time until the students absorb a minimum of Revit Architecture program. 2. And if in the course of "General Engineering Graphics" Revit Architecture program has been already a drawing tool, the students will not know how to work with AutoCAD program, and will have problems even with other works carried out during studies. 3. Students working in Revit Architecture program will not draw building plans, but will create a virtual model of the building. So, they must have a minimum understanding of building constructions, and this is not the subject of teachers of engineering graphics. The authors carried out the task of construction drawing with one and the other programs, too. Clearly, the difference between time spent in AutoCAD and Revit Architecture programs is obvious and huge. But the authors not only know the two of 118/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

119 these computer programs, but are construction engineers and teach subjects related to building constructions. The students have neither the skills nor the knowledge. 5. PERSPECTIVES OF USING COMPUTER-AIDED DESIGN SYSTEMS In fact, very soon all construction design architects will work with specialized programs, because it is closely related to time and quality, but also to advertising, it means to visualization of the building. Today only individual work projects of the buildings are carried out in Revit program (Revit Architecture + Revit Structure + Revit MEP + Robot Structural Analysis), because not only the architect must learn how to work with program, but also the designer, and all professionals of engineering networks. Therefore, the exchange of work drawings, comments, suggestions, etc. is going in the environment of AutoCAD program. For example, the architect with Revit Architecture program carries out the technical project of building, participates in the competition and wins it. Apart from the conceptual model idea of the building, project implementation is going much faster and visualization has more quality. Then, architectural plans, sections and other needed drawings of the building are exported into the AutoCAD environment, converted into templates and sent to other building designers. Architect the part of architectural design work continues to prepare in the Revit Architecture program, and other designers work in AutoCAD. It is clear that options of specialized program [3] is far from being fully used, but it could be a good start in changing radically CAD system of companies of the construction design. Is the university the place where graphical computer programs must be taught (not mentioning AutoCAD, which can be trained not only in engineering graphics, but even customized for performance of the term papers)? Does yesterday's student in order to work in a particular design company, must purchase the training courses himself? Or maybe his employer will pay these courses (up to economic crisis employers acted that way in Lithuania)? These are the issues related to curriculum development and its requirements, and are solved at a higher level. 6. CONCLUSIONS AND PROPOSAL It is impossible to master two programs of the engineering graphics during courses (two semesters are intended for that). Therefore, it is inappropriate to prepare tasks in Revit Architecture program at a course of engineering graphics: too much investment in training the teachers and too difficult program while providing the basic foundations of engineering graphics. In addition, only a few construction engineering students, after completing their studies, will begin to work in design enterprises, which will replace CAD not so quickly, for example, AutoCAD to Revit. Therefore, the authors believe that Revit Architecture program should be installed among the optional modules during courses of Applied graphics and/or Building architecture and constructions (this is 2 and 3 semesters of Bachelor BALTGRAF 2013 The 12th International Conference on Engineering Graphics 119/300

120 studies), in order students could prepare term paper of the latter discipline (Fig. 5) optionally in this program. Fig. 5. A virtual building model carried out in Revit Architecture program during time of term paper "Building architecture and constructions 7. REFERENCES 1. Ch. Sang-Uk, H. Soonhung. A Template-based Reconstruction of Planesymmetric 3D Models from Freehand Sketches. Journal of Computer-Aided Design, 40, 2008, p B. Juodagalvienė, J. Parasonis, J. Mačiulytė. A Development of Programmable Implementation of Course Projects within VGTU Faculty of Civil Engineering, International Conference on Engineering Graphics BALTGRAF-10 June 4-5, 2009, Lithuania, Vilnius: Technika, ISBN , p V. Popovas, A. Jarmolajevas, T. Grigorjeva. Šiuolaikinės automatizuoto projektavimo sistemos [Automated design systems today], Nauja statyba [New Construction magazine], 6-7, p , p (in Lithuanian). 120/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

121 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia 1. ABSTRACT CONIC SECTIONS IN LOGO FORMING Irina KUZNETSOVA 1, Anna BURAVSKA 2 The research describes the most common elements of the logo, which can be obtained with conic sections in computer design. To analyse their role in shaping the logo there were selected signs in which dominant role in composition and aesthetic perception belongs to point, line, and pair of intersecting lines, ellipse, circle, parabola, and hyperbola and perspective images of circle. KEYWORDS: Logo, Conic Sections, Plane, Aesthetic Reception 2. INTRODUCTION Most modern logos represent a composition of different elements. Depending on the information transmitted by creating an image, the same geometrically formed element can play a major or minor formative role. Limited time to the logo review requires a special selection of compositional means of expression and the way information transfer. The aim of this study was to investigate the constituent elements of the logo formed with conic sections. The objectives of the study included: an analysis of the existing logo to identify key formative elements, comparing and finding the most effective variations for geometric construction of selected items, as well as analysis of the features of aesthetic perception, depending on the characteristics of logo forming. Logos design and perception were analysed by D. K. Verkman B. Elbryun V. O. Pobedin, N. V. Konik, V. N. Krasheninnikov, V. E. Mikhailenko and M. I. Yakovlev investigated geometrical shaping of signs in graphic design. 3. BASIC INFORMATION In the process of investigating the possibilities of computer geometric modelling logos we have analysed the formation of modern logos of companies and organizations. A statistical study of more than 1000 logos shows that the most common geometrically formed elements in them are variations of conic sections, which include points, lines, a pair of intersecting lines, ellipse, circle, parabola, hyperbola, and perspective views of the circle. In general signs containing one or more conic sections account for 75% of the total analysed logos. 1 2 National Aviation University, Ukraine, Kiev, [email protected] National Aviation University, Ukraine, Kiev, [email protected] 121/300

122 Exploring perception logos obtained on the base of conic sections, these studies can be correlated with the perception of a light ray, projected onto a plane. Dominant for creating logos are no degenerate conic sections in which the plane of section doesn t pass through the top of the conical surface and isn t parallel to the generatrix cylindrical surface. Such sections are used in 66.8% of logos, where 11.9% of logo includes ellipse, 14% parabola, and 8.9% hyperbola. The most common among this type of conic sections in logo forming is a circle 32%. Conic sections, which break down or degenerate as a result of the passage cross-sectional plane through the top of the conical surface or when the section plane is parallel to the cylindrical surface, are included in 26.6% of logos. Point is the most often used (14.8%) in logos with this type of conic sections; it is followed by intersecting lines (7.4%). In logo shaping the definitions of direct and line coincide and occur in 4.4% of the examples. Perspective images of the circle included in 6.6% logos with conic sections. Basis or a component of the majority of logos is a circle, which can be expressed as a continuous or intermittent contour, as a spot, or it can be formed at the intersection of figures, etc. (Fig. 1). Many companies depict this easy perceptible symbol of the sun, moon, planets, and the use of which has its roots in the history of different cultures. Circle practically does not cause human negative emotions and associations. Point Direct Crossing lines Ellipse Hyperbola Perspective views of the circle Parabola Circle Fig. 1. Examples of logos including elements formed with conic section 122/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

123 Point in the logo design serves as the basic element both for geometric and compositional constructions. Point can be a separate accent element or it can form groups, depicting the congestion, rarefaction, movement in a certain direction. With the help of straight line certain semantic components of logo composition can be emphasized, for example the inscription, accent element; it also creates the direction of movement, causes the effect of the dynamics. Straight lines are the basic elements of linguistic logos displayed with the alphanumeric signs. These logos have a number of advantages: they are simple to use, easy to understand, they can be used in different cases in any culture. As an independent artistic logo element straight lines can emphasize name or part of an image to form a system of symbolic indication of the direction of movement etc., can emphasize or conversely divide, create some contrast. To create the effect of combination or goal achievement designers use the intersection lines in logo forming. This way of forming is often used to create logos of institutions and organizations which are proud of their traditions, prefer legibility, pithiness and clarity. Intersection lines represent the dynamism, that s why the logo content is often expressed in their direction and thickness. Elements formed with mathematically programmed and similar curves are often used as a basic element of the font lettering and as a modular element of the image. The most common of these curves is parabola. A branch or complete symmetrical image of parabola forms the basis of logos with heraldic symbols. Hyperbole often acts as a repeating item, such as a part of the wing image. Parabola and hyperbola as forming elements have clearly expressed plastic attraction and generate a definite pattern in their visual perception. The human mind associates new images with already known ones that are why such logos may cause of the subconscious shapes of flora and fauna, optical patterns, etc. Ellipse in logos depends on imaginative solutions and it can be expressed with a contour or a stain. This form is often used as additional element to other images, rarely it is used as an independent decorative element in conjunction with the company name. Imaginative filling of this shape causes consumer associations with movement in a circle or an orbit world tours, which are used in the logos of travel and airlines companies, as well as the illusion of infinity, which is often used in automobile companies logos. The shape of ellipse is closed and has the ability to organically fit the contrasting imagery and style characteristics of substantive form. Perspective images of the circle create the illusion of dynamics in static images; using several of these elements designers can transfer the direction of movement. In most cases, each of the aforesaid elements forming logos is used in conjunction with other forms and font lettering. The combination of elements in the different order with the change in their number, position, size, distance, and other characteristics forms a wide range of possibilities of logo forming with geometric means. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 123/300

124 Taking into account the fact that in most cases logo is a combination of many elements formed and integrated into a coherent whole with different geometric ways, the question is in determining the extent and characteristics of aesthetic perception of the logo depending on its degree of difficulty. The perception of logo on the scheme matches the direct, consisting of links stages, the first of which is concept and strategy of identity for company, product or service; the second the logo; the third the recipient or the consumer, the fourth and crowning stage concrete action. Geometric arranging of logo s elements acts as its aesthetic characteristic and can be calculated by the relevant formulas. Depending on the perception audience basic aesthetic indicators set out in the logo begin to differ. Conditionally there can be distinguished two main aesthetic directions of forming logo concept: 1. Elitist. Logos, formed on the basis of such direction include the desire to deliver maximum enjoyment to minimum sophisticated consumers by difficult recognizing real in the illustrated. In this case, the logo may take the form of riddle, or completely lose relations with the real object. The main tool is the complexity of the content and the transmission method, which increases the complication of aesthetic perception, reduces the availability of the logo, but substantial reception efforts cause the growth of aesthetic pleasure. Aesthetic pleasure from such logo can be calculated with formula created by Eysenck [3]: М = О С (1), in which the aesthetic measure M is product of order O and complexity C. Thus, the intensity of aesthetic perception and enjoyment is directly proportional to order and complexity of the logo. Most often in logos of this direction are used such elements as an ellipse, parabola, hyperbola. 2. Mass. In this direction, the degree of conditionality is insignificant. Such logo does not require intellectual effort for their understanding because of the ease of recognition, matching the real object. These logos are commonly understood, but aesthetically ineffective: they bring minimum pleasure to the maximum number of cultural untrained consumers. The main tool is simplifying the content and the method of transmission, what leads to the relief of its reception, which in its turn leads to a reduction of aesthetic pleasure. Aesthetic pleasure for logos created in this direction can be calculated with formula created by Birkhoff [1] М = О: С (2), in which the aesthetic measure M is directly proportional to order O, and inversely proportional to the complexity C. Efforts to focus attention on the contours of the object increase in proportion to the complexity of the parts. In the logos of mass direction prevails straight lines, dots, and circles. These studies have similar results to the hypothesis N. Yakovlev of the priority perception images on the picture plane through the ellipse. Yakovlev carried out his research on the base of the theory of irradiation contained by G. Ruuber. Further 124/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

125 studies of the perception of logos created with conic sections will be held on the basis of their work. 4. CONCLUSIONS Forming, as one of the main categories of design theory, is a basis for classification of logos, where the geometry of formation acts as classifier. In the process of research we developed the classification of forming basic compositional elements of logos with conic sections, which include points, lines, a pair of intersecting lines, ellipse, circle, parabola, hyperbola and a perspective view of a circle. There was determined the connection of aesthetic perception and geometric methods of forming the elements of logos, on which base there were identified two major directions of aesthetic perception of logos: elitist, where prevails usage of ellipse, parabola and hyperbola, and mass, which is characterized by the use of lines, dots and circles. 5. REFERENCES 1. Вirkhоff G. D. Aesthetic Measure. Cambridge: Mass. Harvard Univ. Press, pр. 2. Bowman U. Graphical Representation of Information. Moscow: Mir, pp. (in Russian). 3. Eysenck H. J. General Factor in Aesthetic Judgments. Brit. J. Psychology, 1941, 31, p Heilbrunn B. Le Logo. Мoscow: ОLMA PRЕSS Invest, pp. 5. Johnston D. Letterhead and Logo Design. Creating the Corporate Image. Massachusetts: Rockport Publishers, pp. 6. Konik N. V., Мaluev P. A., Peshkova T. A. Trade Marks. Moscow: ООО АCТ, pp. (in Russian). 7. Krashennikov V. N. Trade Marks. The Theory and Practice of Designing. Мoscow: Nauka, pp. (in Russian). 8. Mikhailenko V. E., Yakovlev M. I. Basics of Composition (Geometric Aspects of Artistic Shaping). Кiev: Karavela, 2008, p (in Russian). 9. Voloshinov А. V. Mathematics and Art. Мoscow: Prosveshchenie, pp. (in Russian). 10. Werkman C. J. Trade Marks: Their Creation Psychology and Perception. Мoscow: Progress, pp. (in Russian). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 125/300

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127 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia COMBINATORIAL METHODS FORMING OBJECTS OF DESIGN Iryna KUZNETSOVA 1, Oktyabrina CHEMAKINA, Tatyana SHIMANSKAYA 1. ABSTRACT The work revealed the use and implementation the combinatorial forming methods in objects design by the Ukrainian designers. By defining the structure of the combinatorial process it is determined the basic directions of forming procedures that are implemented in the design of industrial products and interiors in general. KEYWORDS: Method, Combinatorics, Forms, Modules, Unification 2. INTRODUCTION Relevance of the study is determined by the increase of the interest to the creation of a rational and functional interior design. XXI Century opens up new possibilities in the field of design development that are based on the use of structural links of combinatorial methods. Patterns research of spatial elements variative changes, and the methods of design objects ordering will push the design of industrial products. In addressing important design problems combinatorial design methods are the rational foundation. Relevant is the investigation of the combinatorial methods of forming which studies the changing of the geometry and the size of the overall object form, the composition of its parts and components. In works of Genisaretskogo O. I., Saprykin N. A., Volkotruba I. T., Pronin E. S. [1-5] the particularities of combinatorial methods in the design objects are described. Genisaretsky regards the design of each new object not in isolation but in the context of using the unification method, a certain set of parametric series of combinatorial elements. Pronin divides the structure of combinatorial process to the formal and conceptual level, which includes the general idea, its specification, search of decorative combinatorial element. Design has been investigating intensively in Ukraine over the last decade. But the use and implementation of the combinatorial process methods is based on the geometric forming of design object. Objective is the identifying of the optimal combinatorial methods of design objects forming in the works of modern Ukrainian designers. 1 National Aviation University, Institute of the Airports, Department of Design Computer Technologies, prospect Comarova 1, 03680, Kiev, Ukraine 127/300

128 3. BASIC INFORMATION Combinatorial methods of forming are used in the objects designing for identifying the combination and placement of the structural elements of the object's form, its composition. Combinatorial elements in the design objects planning can have different forms. Traditionally choosing a combinatorial element Ukrainian designers, as designers all over the world, first of all apply to the prism, most often to tetrahedral. The most common design object with combinatorial prismatic elements in the modern Ukrainian residential interiors is wardrobe, traditionally known as sliding door wardrobe (Fig. 1). Fig. 1. Sliding door wardrobe The prism may have rounding, but that does not change its main geometric nature. Brick furniture set of KiBiSi design studio is made as masonry. A Stony wall is formed by cushions folded and joined together in the proper order. The number of edges can grow. The prism, as a basic element of combinatorics, can be wrong. The more complex the shape, the more interesting to create combinatorial composition, but also more difficult for designer to develop such form. Streetwalk outdoor seats by Charlie Davidson do not have combinatorial elements (Fig. 2). Fig. 2. Streetwalk outdoor seats by Charlie Davidson You can design them so that they will be combinatorially connected. But at the same time the artistic image of "urban flowers" will be lost. To pick up a form to get a relatively new combinatorial element and make it perform a specific function is the 128/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

129 important design task. The prototype of such triangular sofas, as shown in Figure 3, for the Dutch UN Studio architects became geological formations. Fig. 3. Geological formations by Dutch UN Studio architects These stones, created of polyurethane foam on a steel frame and covered with a cloth, can be combined in various configurations, rolled in different corners of rooms, or gathered in the geological compositions in the middle of the room. It means that the importance of the function and the artistic image must be considered while combinatorial change designing. In selecting combinatorial element Japanese designer Kei Harada took into consideration streamlined form attractive to human and offered the concept of white "marshmallow" sofa called O keeffe. Each pillow-ball is covered with a stretch fabric that allows the balls to remain undamaged. The form of the sofa is easily changed: chill-out can be easily transformed into a play area for children. The author suggested only the sleek-balls form, which can be classified as a variety of rotational surface. The basic elements of fun cactus couch of Cerruti Baleri Company also represents rotational surface by its shape. But as the chosen artistic image required accordance to our certain perception, the forming line of the given surface was closer to the circular arc, than more lengthened by Kei Harada. Unification method is effective for the industrial facilities design planning. This method uses a limited number of elements that can form the whole mass industrial production. It uses the unified ranks. There are two main directions in using unification in design practice: typical and intertypic. The latter is performed by creating and applying in diverse articles the same standardized elements aggregates, components, details. Typical is implemented by creating and producing of unified series of standardized products or with a help of standard size series. Constructing the shape of the object it is appropriate to use geometric operations: constructions, rearrangements, combinations, dense packing. Geometric combinations in building interiors or form of industrial design object is not always subject to the rules of geometry, the deviations from such rules are frequently observed, the so called deformation of mathematical construction logics. Kineticism method applies to combinatorial design methods, in particular to the method of transformation. Kinetism is a kind of art, which is based on the idea of BALTGRAF 2013 The 12th International Conference on Engineering Graphics 129/300

130 form motion, any change of it. Kineticism method resides in establishing the form dynamics, decoration. All combinatorial process, that includes a number of forming methods, is based on the operations with initial structural elements (Fig. 4). A number of Ukrainian designers base its projection on the idea of creating functional objects transformers, which will help to save the space in small interiors and create aesthetically complete image. Some objects of Ukrainian industrial designers are based on combinatorial design, creating totally innovative concepts, provocative design. Up to 30% of the overall works number is referred to non-functional design, due to their outrageous. This trend is not widely used in practice and it is explained by the conceptual approaches and the search for new forms. Combinatorial forming methods are constantly used by such modern native designers, as Valery and Ekaterina Kuznetsov, Irina Belan, Ilya Taslitsky, Igor Ostapenko, Grytsya Erde, Andrew Galuska. Valery and Ekaterina Kuznetsovy frequently use in their project the method of unification. More than half of their concepts are targeted on the non-functional design. Group of room chairs with Nesun-Polkonosets, Nesun-Spynogris and Prosto Nesun, Iksoobras retractable elements (Fig. 5) are based on the use of operations with combinatorial elements. In this case, the main feature of the forming structure is the mechanism of drawers, their configuration can be modified, as this method makes it possible to treat the object as a prefabricated structure, constructor. In Iksoobras concept it is created the chair with drawer and hooks for different needs. The drawer is selected as a structural element of this concept, and a group of functional hooks as an additional decorative combinatorial element. Ilya Taslitsky offered the creation of Tablet chairs, which are based on the idea of saving space and designed for offices, namely, meeting rooms. «Tablet» chairs are configured so that if necessary they can be lifted from the floor. In the construction of this group, there are three details that should be connected. In this case, the basic is a combinatorial method of modularity. Certain parts of the object are interconnected with composite objects like modules; herewith the order of elements can differ. According to the type of operation with the structural elements Taslitsky development refers to the formation of the groups and changes in the number of elements. Operation with the formation of the groups was used in the project of the bar counter, which was designed in conjunction with bar stools. The main mechanism of the product is the design of sliding chairs. Igor Ostapenko in his Ostapenko concept a collapsible construction that transforms from one version of washbasin to another, used kineticism method. In general, in most of his works, the designer is guided by the transformation process, the shift of one form to another. Forming with implementation of kineticism method allows us to obtain an unlimited number of combinations of specified basic structural elements. Basic operations are carried out with the object plane, the components of which are modified by the transfer, combinations. 130/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

131 Basic Operations Rotation Permutation Specular Reflection Combination 1. Ilya Taslitsky 2. Quantity Adjustment Chaining Valery Kuznetsov Ilya Taslitsky Grouping Covering of the Plane Igor Ostapenko Fig. 4. Combinatorial operations with elements on the example of Ukrainian designers works BALTGRAF 2013 The 12th International Conference on Engineering Graphics 131/300

132 Fig. 5. Group of room chairs 2008, Valery and Ekaterina Kuznetsovy Irina Belan in her designs mainly uses the method of modularity and similar forms. While designing the object the designer takes a module as a basis and applies it in various permutations, displacements. Thus, in one of her concepts, Pooftransformer, the general form was divided into 4 equal parts (Fig. 6). Fig. 6. Booklet Poof, Irina Belan The main type of connection in this object is permutation, it achieves various compounds transformations. To the operations with the elements of combinatorial objects of Irina Belan we should refer the changes in the number, the formation of groups and chains. Seemingly simple concise forms require complex rearrangements, group formations and operations for getting a new object. It is also used the method of similar forms, that makes it possible to combine geometrically similar elements in a single object, it allows to control the size parameter, meaning. Andrew Galuska, who also tends in his object design to complex modified models, often resorts to the combinatorics. In his projects, he is working on the process of the object morphological transformation, meanwhile considering its materials and structure. On the example of his design of Tuby hanger (Fig. 7) it is shown the way to build a concise form that is subject to morphological changes. Fig. 7. Tuby Hanger, Andrew Galuska, /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

133 4. CONCLUSIONS By the example of Ukrainian designers works it is reflected the basic methods of formation, which are based on the combinatorics operations: a method of random and similar forms, modular combinatorial method, kinematics, method of unification. Further tasks of the study consist in determining the features of forming the innovative objects of industrial design based on the combinatorial methods with the application of geometric operations. 5. REFERENCES 1. Genisaretsky O. I. Design Culture and Conceptualism. Moscow: Association of Designers of Russia, 2004, Vol pp. (in Russian). 2. Saprykin N. A. Fundamentals of Dynamic Shaping the Architecture. Moscow: Architecture S, pp. (In Russian). 3. Grashin A. A. Methodology for the Design-design Elements of Substantive Protection. Tutorial. Moscow: Architecture S, pp. (in Russian). 4. Pronin E. S. Theoretical Basis of the Architectural Combinatorics. Moscow: Architecture S, pp. (in Russian). 5. Rubin A. Transformational Potential Production Situation. Styling Aesthetic Problems of Complex Objects. Moscow: Tr. VNIITE. Ser. Industrial art, 1980, Issue 25, p (in Russian). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 133/300

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135 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ENGINEERING GRAPHICS EDUCATION AS THE FOUNDATION OF INTERCULTURAL ENGINEERING COMMUNICATION 1. ABSTRACT Harri LILLE 1, Aime RUUS 2 Engineering Graphics for engineering students is an introductory course to engineering education within which the addressed fundamentals of graphics are: sketching and graphics projections, sectioning, dimensioning and engineering drawings. The engineering drawing as a graphic representation is a graphic language (design language) serving as a means of communication between engineers. The writer of the drawing should be able to create images and to encode them involving for this his/her mental abilities, the eye and the hand. Visual communication presumes presence of a receiver who is able to catch the signal by sight and to decode it. The purpose of teaching Engineering Graphics is to provide the fundamentals of graphics for acquiring skills to write the engineering drawing (sender message) and to read the engineering drawing (receiver message) or, in other words otherwise to create visual images which are converted into a real object (product). KEYWORDS: Engineering Graphics, Design Language, Drawing, Communication Model 2. INTRODUCTION Freshmen faced with the design process need to be able to navigate within the medium of engineering drawings, as well as to encode and decode them, in order to acquire knowledge. The driving force behind how meaning is constructed and understood is the invention and utilization of signs and symbols within any communication model. Within an Engineering Graphics course engineering students learn the fundamentals of graphics: sketching, graphics projections, sectioning, dimensioning, and engineering drawings, which serve as a foundation for intercultural engineering communication [1]. Gary Bertoline has entitled his traditional Engineering Graphics textbook as Fundamentals of Graphics Communication [2]. According to Suzuki, 1 2 Dep. of Rural Building, Inst. of Forestry and Rural Engineering, Estonian University of Life Sciences, Kreutzwaldi 5, Tartu, 51014, Estonia, [email protected] Dep. of Technology, Tartu College of Tallinn University of Technology, Puiestee 78, Tartu, 51008, Estonia, [email protected] 135/300

136 teaching of graphic literacy is training in communication [3]. The designer creates communication (as a form of social interaction) where the object is not a piece of news (in the sense of ordinary communication) but represents a transferred model. This model may depend on the stage of the design: the engineering drawing (graphic model), the 3D printing [1], the prototype and the model (in natural size and working). Engineering Graphics is a complex semiotic system a whole visual intercultural universal language in two dialects. These are the First-angle orthogonal projection and the Third-angle orthogonal projection, used by the engineering community (engineers and other technical personnel associated with the engineering profession), and expressed by graphic speech, which Suzuki named the design language [1]. Signification of engineering imagination (non-existing structure) occurs in the encoding and decoding process within the framework of the communication model as data carrying information must be coded in some way. Unfortunately, up to now, there is no global standard for design graphic sign, although most countries have adopted many general rules and similar graphic signs. In this study we focus on the engineering drawing (representation of the real object product), as designers use images to communicate. 3. ENGINEERING GRAPHICS COURSE AS AN INSTRODUCTION ENTERANCE TO LEARNING THE DESIGN LANGUAGE The drawing is the oldest language and the only universal language (here belong also the co-called engineering and technology language the design language). Some authors believe that, in addition to natural and artificial languages, the pillar of the design language will stand (Fig. 1) [3]. Fig. 1. Three pillars of literacy education 136/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

137 Consequently, the design language should be taught as any other language which is not a native language but a foreign language. Learners feel that the elementary principles and rules of composition should be learned step by step before composing an engineering (working) drawing. The drawing is based on descriptive geometry as the grammar of graphics logic of sight and graphic variables as the words of graphics semiotics tools (e.g. geometric primitives). The goal of teaching Engineering Graphics is thinking in images. It is committed to the pursuit of processing the existing image, and obtains the output of a new image of the product. It expresses and delivers one s technical ideas by the medium of engineering drawings. When the actual product is designed, then a 3D model can be converted to a 2D drawing, as well as from a 2D drawing to a 3D model. Interpretation of the images and drawing is an integral reciprocal process in engineering teaching. It is necessary to understand the principles of drawing, i.e. standards, which present the elements (design code) of a graphic model including various images. Standards represent whole sign systems of icons, indices and symbols each of which is made up of means of expressions and the impressions correlated with them [4]. Peirce defines the sign as a triad composed of the sign or the representamen (mean, that which represents), the object (that which is represented), and the interpretant (a drawing to explain a meaning). The sign (engineering drawing) can be understood as the interaction between interpretant and the object. The functions of a sign are presented in Figure 2: semiotics as a science of representation; semiotics as a science of expression; and semiotics as a science of knowledge [5]. Fig. 2. Nadin s triadic model for transferring the data of the design object [5] The code and the norms used in the engineering drawing the representation of an object are sometimes quite distant from the actual graphic mode (e.g. the thread of the screw and its representations in the Western culture space and the Northern American culture space). Therefore, drawings must be read adequately. In the context of semiotics, decoding of a graphic design involves not simply the basic BALTGRAF 2013 The 12th International Conference on Engineering Graphics 137/300

138 recognition and comprehension of what the drawing says but also the interpretation and evaluation of its meaning with a reference to the relevant code. 4. COMMUNICATION MODEL: INTERCULTURAL ENGINEERING COMMUNICATION Visual communication, where belongs also intercultural engineering communication, is engaged in universal images [6]. By using the acquired design language, it is possible to adequately communicate within the engineering community. The element requisites for communication are: sender, receiver, channel, medium and at least partially overlapping sign repertoire of sender and receiver (Fig. 3). The overlapping of the sign repertoire is a necessary condition for communication but not a sufficient one. In this sphere there must be a complete overlapping between the sender and the receiver in order to avoid that kind of an exasperating dialogue as Jakobson cited: The sophomore was plucked, But what is plucked?, Plucked means the same as flunked, And flunked?, To be flunked is to fail in an exam, And what is sophomore?, Persists the interrogator innocent of school vocabulary, A sophomore is (or means) a second-year student. All these equational sentences convey information merely about the lexical code of English: their function is strictly metalingual (speed or text is focused on the code) [9], like this on the drawings writing and reading. Fig. 3. An engineering communication model after Shannon and Leopold involving pictorial symbols (the model is editorially modified by Tasheva) [7-8] 138/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

139 As Deely notes The sign appears, rather, as the linkage whereby the objects, be they bodily entities or purely objective, come to stand one for another within some particular context or web of experience [10]. The writer of the drawing (sender) should able to create images, and to encode them involving for this the senses, the eye and the hand. In the engineering drawing, the visual representation is given in a highly conventional way, expressing the meaning exactly and systematically. These texts usually serve as a monomodel, with the written text playing a very limited role. Visual communication previews the presence of a receiver (reader of a drawing) able to catch the signal by sight and to decode it. In short, it is communication by using professional figures. Engineering drawings are not created as a medium of communication. Behind them we can see, e.g. a dwelling-house which protects us from the impact of the environment and guarantees necessary conditions of life, or e.g. a plough which is expected to work efficiently for a long time on a stony field. It is common to use CAD systems in the industrial design process however in the early stages of the design process traditional freehand sketching is often more efficient [1]. The sketch is a base to build a solid model of a future object and generates an engineering drawing for final communication. Even physical 3D prototypes that can be held in one`s hand can be printed out rapidly. The iconicity (the icon as likeness to the object) of drawings makes them vivid, intuitive and comprehensive. 5. CONCLUSIONS The course of Engineering Graphics has two goals: to provide skills for reading the engineering drawing and for writing the engineering drawing, which is treated as a formal language the design language for transferring the data of the existing or the design object. In the Shannon-Leopold communication model, which is the basic model in the theory of communication, engineering drawings are used to forward the technical ideas of a design object to the manufacturer. The role of the repertoire of signs used in the design process is evident. The acquired knowledge of engineering drawings is based on graphic conventions and formal semiotics and it allows to encode (and decode) technical ideas into a graphic representation (graphic model) as a medium through which visual images in the mind of the designer are converted into the real object (product). ACKNOWLEDGEMENTS We would like to thank Professor Cornelie Leopold and anonymous reviewers for making useful suggestions. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 139/300

140 6. REFERENCES 1. Barr R. Engineering Graphics Outcomes for the Global Engineer. In Proc. 15th Internat. Conf. on Geometry and Graphics, (Edited by Paul Zsombor- Murray, Aaron Sprecher, Bruno Angeles), Montreal/Canada, August 1-5, 2012, (ISBN ). Paper #00, -10 pp. 2. Bertoline G. R., Wiebe E. N. Fundamentals of Graphics Communication, 5 ed. McGraw-Hill pp. 3. Suzuki H., Miki N. A Graphic Science Education as Training of Communication. Journal for Geometry and Graphics, 7, 2, 2003, p ISO Standards Handbook. Technical drawings. Vol 1. Technical Drawings in General, Vol 2. Mechanical Engineering Drawings. Construction Drawing. Drawing Equipment, Nadin M. Interface Design: A Semiotic Paradigm. Semiotica, 69-3/4, p , Penna D. The Force of the Essential Language. In Proc. 15th Internat. Conf. on Geometry and Graphics, (Edited by Paul Zsombor-Murray, Aaron Sprecher, Bruno Angeles), Montreal/Canada, August 1-5, 2012, (ISBN ). Paper #88, -10 pp. 7. Leopold C. Geometrische Grundlagen der Architekturdarstellung, Kohlhammer-Verlag Stuttgart, 1999, 3. ed. 2009, -15 S. (in German). 8. Tasheva S. B. Semiotics of Architectural Graphics. Detailed Summary of PhD Thesis. Bulgarian Academy of Sciences, Sofia, 2012, -32 pp. 9. Jakobson R. Closing Statement: Linguistics and Poetics. Stylen in Language (ed. Thomas Sebeok), New York, Wiley, 1960, p Deely J. Basics of Semiotics. Fourth edition, Tartu University Press, Tartu, (bilingual in Estonian and English). 140/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

141 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia 1. ABSTRACT ENGINEERING GRAPHICS AND HUMOR Rein MÄGI 1 Engineering Graphics is quite serious and difficult subject for students. By students opinion Descriptive Geometry is a difficult but interesting subject. It develops space imagination of students and could be applied also in other disciplines mathematics, physics, chemistry etc. Everything that could increase the efficiency of teaching is welcome. By students opinions, the best exercises are those that are interesting and allow getting maximum new information with minimum labour. The worst exercises are those that are boring, too primitive and hardly understandable. Good opportunities to increase students' attention are some activating means as jokes, puzzles, tricks, attraction etc. KEYWORDS: Engineering Graphics, Teaching Methods, Humour 2. INTRODUCTION Drawing is the language of Engineering. But Engineering Graphics is quite serious and difficult subject for students. For example, only 50% of students had been able to pass the Descriptive Geometry exam successfully [1]. By students opinion Descriptive Geometry is a difficult but interesting subject. It develops students spatial imagination and could be applied also in other disciplines mathematics, physics, chemistry etc. Everything that could increase the efficiency of teaching is welcome. Good opportunities to increase students' attention, optimism and creativity are some reactivating means as jokes, puzzles, tricks, attraction etc. Engineering Graphics subjects could be divided into: Descriptive Geometry theoretical preparation for the following areas; Technical Drawing forming representations, dimensions and other information according to international standards; Computer Graphics creating technical drawings and other visual images (2D and 3D) using computer hardware and software. In each area we can use special means to awake students interest. Some possibilities of these modes are illustrated by specific examples. 1 Centre of Engineering Graphics, Tallinn University of Technology, Ehitajate tee 5, Tallinn, 19086, Estonia, [email protected] 141/300

142 3. DESCRIPTIVE GEOMETRY EXAMPLES The simplest geometrical object is a point. For defining the point location by Monge s method coordinate system Oxyz and the projection planes e1, e2, e3 are used. Relationship between different views of the point is demonstrated by screen video [2] using AutoCAD possibilities. But more exciting is to examine the position of the point M concerning the real block (Fig. 1). Is the point M located on the block or not? Auxiliary view A can answer to this question. Using suitable views can turn us as clairvoyant [3]. a) b) Fig. 1. a) Three orthogonal views and even isometric view cannot identify the spatial position of the point M; b) only auxiliary view A shows the distance d from the block Quite interesting picture-puzzle for student is to make up the third view by two given views (Fig. 2a). Using humorous human image can activate their spatial imagination (Fig. 2b). a) b) Fig. 2. a) Which is the left view of this object? Human image helps to think up the solution; b) Usually only version 1 (cube) is proposed by students. Other solutions (2, 3, 4, ) need more spatial fantasy 142/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

143 The main property of parallel projection is illustrated by horizontally flying plane. Therefore we can determine the length of the plane L1 by measuring the shadow s length L2 (Fig. 3). But is it realistic or not? Fig. 3. The shadow of the horizontally oriented airplane is congruent to the origin plane How to remember 5 variants of cone sections? Connection with some daily object, for example conical wine glass, is quite witty possibility to save this knowledge (Fig. 4). Fig. 4. Five cone section variants illustrated by wine glass 4. TECHNICAL DRAWING EXAMPLES Fundamental requirements for technical drawings are presented in international standard ISO 128-1:2003 [4]: Unambiguous and clear. For any feature of a drawing there shall be only one interpretation. It should be easy to understand for each involved person. In accordance with standards. The applied International Standard shall be specified on the drawing in accordance with that standard. Additional related documents necessary for the interpretation of the drawing shall be specified. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 143/300

144 These requirements should be taken into account when creating other standards. Some standards are reviewed as follows: Technical drawing is an official document for creating the real object. It has to contain optimal quantity of representations, dimensions and other data. No mysterious picture-puzzle! (Fig. 5). a) b) Fig. 5. a) What is it? b) The answer: cowboy on the bicycle Mechanical engineering drawings should be accommodated with dimensions, tolerances and indications of surface texture [5, 6]. How to explain more cognizably these technical concepts to beginners? One way of visualization is to imagine the Lord God tries to measure the diameter of the Earth (Fig. 6). The problem is is it possible to measure the diameter with tolerance ±1 meter? Why not? Because the surface is not enough smooth. There is two ways to solve the problem: 1) to smooth the Earth s area by bulldozer or 2) to be conciliated only with precision ±10 kilometres. Which of the two variants is more workable? Of course, the second This humorous example can also illustrate the logical relation between tolerance and surface texture. Fig. 6. Lord God is measuring the diameter of the Earth 144/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

145 5. COMPUTER GRAPHICS EXAMPLES In project companies CAD technology is used nearly 100% [7]. Present students (future engineers) must undoubtedly learn computer graphics. This knowhow is unavoidable for creating modern technical drawings and also for understanding and for handling computer drawing files. Is the Computer Graphics really the most rational drafting method? By our research [8] the fastest way was freehand sketching, but the quality and preciseness were unsatisfying. Which is more rational 2D or 3D technique? The answer depends on the final object 2D drawing (hand-made or computer-graphic) or 3D solid model. A modern engineer could operate with all of them [9]. 3D-modeling allows creating quite mystic spatial objects (Fig. 8) and transferring them to PowerPoint [10-11]. a) b) Fig. 8. a) Such kind of tabouret is it possible? b) This is a solution Quite attractive is 3D-modeling of Mobius surface as merry-go-round (Fig. 9). We can experience more attractive feeling passing along this surface, using PowerPoint presentation [12] or video session created by AutoCAD [13]. Fig. 9. Mobius surface as an attractive merry-go-round BALTGRAF 2013 The 12th International Conference on Engineering Graphics 145/300

146 But using CAD is also associated with specific surprises [14]. For example, a CAD problem in 3D-modelling is that the Bottom view is rotated 180 (Fig. 10). How to solve the problem? The right solution is: Dview >Twist>180. Do not Rotate the object 180! a) b) c) Fig. 10. a) Source 3D-object; b) 3 views with incorrect Bottom view; c) corrected Bottom view (Dview >Twist>180 ) Can I believe my eyes or not? Yes, of course! I can also bet that the line n is thicker than line m (Fig. 11a). But after Zoom >Window (Fig.11b) it seems vice versa!. This hat trick illustrates quite attractively the difference between parameters Line-width and Lineweight. a) b) Fig. 11. a) Which polyline is more thick, m (Line-width=2; Lineweight=2mm) or n (Line-width=0; Lineweight=2mm)? b) The answer depends on Zoom Using simultaneously Model space and Paper space can offer very interesting and even mystical situations. For example especial attention must be given snapping an object s specific points (Fig. 12). 146/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

147 a) b) c) Fig. 12. Dimensioning problems: a) The object (rectangle) and down dimension (100) in Model space, upper dimension (100) in Paper space; b) Dimension 50 snapped from Paper space object shows the object is described in scale 1:2; c) After Pan in Model space we can experience the association effect of dimensions For beginners computer graphics arouses some serious complications. Sometimes the humour can help. Murphy's Law says every computer works better if it is switched ON. But by the improved Murphy's Law recommends: at first to switch OFF and then switching ON (Restart). 6. CONCLUSION Engineering Graphics is indispensable language in engineering, but quite difficult subject for students. Therefore every reactivating way is welcome in this area. All means (jokes, puzzles, tricks, attraction etc.) should increase students' interest and motivate to solve graphics problems. Good examples are these associated with engineering reality. Engineering Graphics is a foundation for other technological disciplines mechanical and civil engineering. 7. REFERENCES 1. Mägi R., Meister K.: Descriptive Geometry and Students. // Engineering Graphics BALTGRAF-6. Proceedings of the Sixth International Conference, Riga, Latvia, June 13-14, 2002, p Descriptive.pdf. 2. Mägi R. Learning-video Relationship between projections of a point mms://media.ttu.ee/ygk3350/mituvaade.wmv. 3. Mägi R. Engineering Graphics and Clairvoyance // In: Engineering Graphics BALTGRAF-9. Proceedings of the Ninth International Conference on Geometry & Engineering Graphics, Riga, Latvia, June 5-6, 2008, p ISO 128 1:2003; Technical Drawings General Principles of Presentation Part 1: Introduction and Index. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 147/300

148 5. ISO 129-1:2004; Technical Drawings Indication of Dimensions and Tolerances Part 1: General Principles. 6. ISO 1302:2002; Geometrical Product Specifications (GPS) -- Indication of Surface Texture in Technical Product. 7. Mägi R., Sepsivart M. Drawing Management in Estonian Companies // Engineering Graphics BALTGRAF-7. Proceedings of the Seventh International Conference, Vilnius, Lithuania, May 27-28, 2004, p Mägi R. Rational Drafting // In: 10th International Conference on Engineering Graphics BALTGRAF-10. Conference Proceedings. June 4-5, Vilnius Gediminas Technical University, Lithuania. Vilnius 2009, p Mägi R. From 2D to 3D. // Engineering Graphics BALTGRAF-5. Abstracts of the International Conference, Tallinn, Estonia, June 15-16, 2000, p D.pdf. 10. Mägi R., Hunt T., Meister K. From AutoCAD to PowerPoint. In: Engineering Graphics BALTGRAF-9. Proceedings of the Ninth International Conference on Geometry & Engineering Graphics, Riga, Latvia, June 5-6, 2008, p Mägi R. Is it Possible? (in Estonian). 12. Mägi R. Moebius surface. (in Estonian). 13. Mägi R. Video: Moebius carousel. mms://media.ttu.ee/ygk3350/2008_03_klipp3.wmv. (in Estonian). 14. Mägi R., Möldre H. CAD Problems and Solutions // In: 10 th International Conference on Engineering Graphics BALTGRAF-10. Conference Proceedings. June 4-5, Vilnius Gediminas Technical University, Lithuania. Vilnius 2009, p /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

149 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia 1. ABSTRACT PERSPECTIVE VIEW POSSIBILITIES Rein MÄGI 1 Parallel projections are mainly used on technical drawings due to non-deformed images unavoidable for dimensioning. But human vision and photography is based on central projection (perspective) where the centre of projection rays is located in the focus of the eye or the camera. Therefore the perspective view is more realistic and expressive than parallel projection. According to foreshortening the perspective drawings can be divided to one-, twoand three-point perspective. The names of these categories refer to the number of vanishing points in the perspective drawing. Several methods of constructing perspectives exist, including: Freehand sketching (common in art) Graphically 2D-constructing (once common in architecture) 3D-modelling in CAD Photo-composition with camera The result of the perspective image depends on some parameters: view angle (Zoom), distance, lights, shadows and other. Too large view angle causes inadvisable deformities of peripheral objects. Additional spatial effects can be obtained from two perspective images using stereoscopic method. 3D-modelling in AutoCAD enables to produce video-clip with moving camera. Modern digital photo-camera allows to create very attractive panoramic image and other effects. Knowing perspective view possibilities gives the availability to create expressive images in drawings and in photography. KEYWORDS: Projection Types, Perspective View, Features of Perspectives 1 Centre of Engineering Graphics, Tallinn University of Technology, Ehitajate tee 5, Tallinn, 19086, Estonia, [email protected] 149/300

150 2. INTRODUCTION An engineering drawing, a type of technical drawing, is used to fully and clearly define requirements for engineered items [1]. Graphical projection is a protocol by which an image of a threedimensional object is projected onto a planar surface without the aid of mathematical calculation, used in technical drawing [2]. There are two graphical projection categories each with its own protocol: 1) parallel projection and 2) perspective projection. Parallel projections are mainly used on technical drawings due to non-deformed images unavoidable for dimensioning. Perspective projection is a linear projection where three-dimensional objects are projected on a picture plane. This has the effect that distant objects appear smaller than nearer objects. But human vision and photography is based on central projection (perspective) where the centre of projection rays is located in the focus of the eye or the camera. Therefore the perspective view is more realistic and expressive than parallel projection. Perspective (from Latin perspicere, to see through) in the graphic arts, such as drawing, is an approximate representation, on a flat surface (such as paper), of an image as it is seen by the eye [3]. The two most characteristic features of perspective are that objects are drawn: Smaller as their distance from the observer increases; Foreshortened: the sizes of an object's dimensions along the line of sight are relatively shorter than dimensions across the line of sight. The nature of perspective view is illustrated by real objects (Fig. 1). a) b) Fig. 1. Illustration of the perspective principle: a) by human vision through the window and b) by photo-camera [4] 150/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

151 3. CREATING PERSPECTIVE VIEWS According to foreshortening the perspective drawings can be divided to one-, two- and three-point perspective (Fig. 2-3). The names of these categories refer to the number of vanishing points in the perspective drawing. a) b) Fig. 2. a) one-point perspective and b) two-point perspective of the same object Fig. 3. Three-point perspective of the same house BALTGRAF 2013 The 12th International Conference on Engineering Graphics 151/300

152 Several methods of constructing perspective views exist, including: Freehand sketching (common in art) Graphically 2D-constructing (once common in architecture) 3D-modelling in CAD Photo-composition with camera For freehand sketching it is suitable to use vanishing points and auxiliary square-mesh (Fig. 4). Fig. 4. Auxiliary mesh of squares. T vanishing point of edges, Pd vanishing point of diagonals Creating perspective view by 2D-drafting is quite capacious and accuracy demanding process (Fig. 5). Optimal view-angle = [4]. Fig. 5. Creating perspective view issued from two orthogonal projections 152/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

153 But more comfortable is to get perspective view by 3D-modelling. In AutoCAD it suits using command Dview>Points>Distance (Fig. 6). Fig. 6. 3D-object (house) with target-points (T1, T2) and camera-points (So, S1, S2; S1L, S1R) Created perspective views according to different directions are shown in Figure 7. Views S1>T1 and S2>T2 are with two vanishing points; views S0>T1 and S2>T1 with three vanishing points. Fig. 7. Perspective views according to Camera>Target direction: S0>T1, S1>T1, S2>T2, S2>T1 Stereo-effect is based on two- eye seeing. Images in left and right eye are different (Fig. 8). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 153/300

154 a) b) Fig. 8. a) The principle of stereovision; b) Stereogram made by 3D-modeling 4. FEATURES OF PERSPECTIVE VIEWS Foreshortening the camera and target has an effect on the result of the image. Too large view-angle a can cause distortions in the outer objects (Fig. 9). a) b) Fig. 9. a) View-angle a = 60; b) View-angle a = 130 Bottom-up frog-view (S0>T1 Fig. 7) and top-down eagle-view (S2>T1 Fig. 7) can give interesting results in photography (Fig. 10). 154/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

155 a) b) Fig. 10. Bottom-up frog-view (a) and top-down eagle-view (b) on photos The modern trend in digital photography is panoramic image. Such as the photo-screen display is not planar but cylindrical, the projections of some straight lines are curved (Fig. 10b, 11). a) b) Fig. 11. The photos of Tallinn University of Technology: a) normal and b) panoramic photo (Photo P. Langovits) In photography the perspective effect can also be achieved by focusing area (Fig. 12). Unfocusing objects are quite fuzzy and we can sense their distance. Fig. 12. Macro-photos of insects using suitable focusing distance (Photo U. Tartes) BALTGRAF 2013 The 12th International Conference on Engineering Graphics 155/300

156 We can experience more attractive feeling passing along this surface, using PowerPoint presentation (Fig. 13) [5] or video session created by AutoCAD [6]. a) b) Fig. 13. a) 3-D model of the Mobius surface as merry-go-round; b) an attractive perspective view passing along this surface 5. CONCLUSIONS Human seeing is based on the central projection (perspective). Therefore perspective view is more expressive than parallel projection. Knowing nature and features of perspective allows more effectively creating and using these images as in drawings and in photography. 6. REFERENCES 1. Engineering Drawings. Wikipedia. [access Apr 08, 2013]. 2. Graphical Projection. Wikipedia. [access Apr 08, 2013]. 3. Perspective. Wikipedia. [access Apr 08, 2013]. 4. Rünk O., Paluver N., Talvik A. Kujutav geomeetria. (Descriptive Geometry). Tallinn, Valgus, 1986, 276 lk. (in Estonian). 5. Mägi R. Moebius Surface. [access Apr 08, 2013]. (in Estonian). 6. Mägi R. Video: Moebius carousel (in Estonian). mms://media.ttu.ee/ygk3350/2008_03_klipp3.wmv. [access Apr 08, 2013]. 156/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

157 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia 1. ABSTRACT TO CREATE OR TO EXPLODE? Rein MÄGI 1, Heino MÖLDRE 2 This Hamlet s question may arise dealing with the Computer Aided Design (CAD). Certainly to create it is the first reaction. But for creating new building it is sometimes necessary at first to demolish the old one. Only rational solution is reasonable. CAD objects can be very primitive or more compounded (Block, Mtext, Hatch, Dimension etc.). Command Explode in AutoCAD breaks a compound object into its component objects. Exploding objects allows sometimes provide effective opportunities. But sometimes it is associated with dangerous risks we may lose some of the required properties (Line-width, Attributes and other). Some instructive examples illustrate exploding possibilities and dangers in CAD. Practical recommendations are included also. KEYWORDS: CAD Objects, Hierarchy of Objects, Exploding Objects 2. INTRODUCTION CAD objects can be divided into elementary and more complex according to the hierarchy. The hierarchy level can be seen by using the command Explode. The most primitive objects (Line, Arc, Circle etc.) cannot be exploded. But there is impossible to explode also some more compound objects (Block, Minsert) if the exploding this object is not allowed. Why to explode objects? Of course to achieve a positive effect in designing. This good idea is illustrated by some practical examples. 3. EXAMPLES OF USE EXPLODING Our analysis of some CAD problems and desirable solutions are demonstrated [1]. But a new surprise emerged with new version AutoCAD 2013 (Fig. 1). 1 Centre of Engineering Graphics, Tallinn University of Technology, Ehitajate tee 5, Tallinn, 19086, Estonia, [email protected] 2 Centre of Engineering Graphics, Tallinn University of Technology, Ehitajate tee 5, Tallinn, 19086, Estonia, [email protected] 157/300

158 a) b) Fig. 1. a) The result of copying 8 vanes by Polar Array is single block, which does not attribute the property Thickness; b) After Explode this Block it is possible to change the Thickness of these vanes For frequently used elements it is purposeful to use Blocks. Every Block has a Block Name, Insertion base point and, of course, object(s) (Fig. 2a). a) b) Fig. 2. Viewport for Block Definition (a) and the warning (b) at the redefining Block The Block Name is unique there cannot exist different Blocks with the same name. The warning appears at the redefining Block. But sometimes it is rational designedly redefine the Block (Fig. 2b). In this case we have to snap precisely the same insertion point (Fig. 3). This technique can economize the designing time. 158/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

159 A Block Insertion point B Block Insertion point Fig. 3. Result of changing the content of the same name of Block, retained the same Insertion point. Quite attractive didactic possibilities we can achieve exploding 3D-solid models (Fig. 4). After the first Explode the Solid-object break down to Surfaces and Regions. But after second Explode the lines and curves will appear. Rather comprehensive expression arises after rotating these images to horizontal plane (Fig. 5). a) b) c) d) Fig. 4. a) 2D-image of the cone cut by different planes; b) 3D-solid model; c) after Explode the model; d) after next Explode this model Fig. 5. Top view after rotating these images to the horizontal plane BALTGRAF 2013 The 12th International Conference on Engineering Graphics 159/300

160 But there is impossible to explode every Solid object. For example, if the 3D solid object (Sphere) is inserted as Block with unequal scale factors then the object is not able to be exploded (Fig. 6). Variable EXPLMODE controls whether the EXPLODE command supports nonuniformly scaled (NUS) blocks: 0 = does not explode NUS blocks; 1= explodes NUS blocks. Desirable variant is EXPLMODE = 1. Even command XPLODE is usable. It sets the colour, line type, line weight, and layer of the component objects to that of the exploded object if the component objects' colour, line type, and line weight are BYBLOCK and the objects are drawn on layer 0. a) b) c) d) Fig. 6. a) The same Block (Solid Sphere) inserted with different scale factors; b) objects after first Explode; c) after second Explode; d) after third Explode 4. EXAMPLES OF UNDESIRABLE USE EXPLODING Quite often Blocks are applied to create Title blocks for technical drawing. It may consist of both permanent text (Text) and changing text (Attribute) [3]. But after exploding these Blocks we can lose values of Attributes (Fig. 7). After these kind of mistakes it has to use command Undo. But the command Undo we can call back only once by command Redo! The right possibility for changing Attribute values is to use Modify>Object>Attribute. Until year 2000 it was possible to use the Polyline-width parameter for creating thick lines. Since version AutoCAD 2000 the new more comfortable parameter Lineweight appeared, which provides printing line-width (in mm) regardless of the drawing scale. But for Polyline only Polyline-width works. How to use Lineweight parameter for Polyline? To Explode polyline? Then the Polyline loses its width and breaks to Lines and Arcs, which is undesirable. More rational variant is to attach to the Polyline Global width = 0 only in this case the Lineweight parameter works for Polyline. 160/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

161 Fig. 7. Results of modifying Block (with Attributes) by command Explode and Modify>Object>Attribute 5. CONCLUSIONS To explode or not to explode objects? The answer depends on some reasoning s. Exploding the compound object is recommendable for creating something new and necessary. Because the exploding is related to the risk, for safety reasons we should make a reserve copy of the source object. 6. REFERENCES 1. Mägi R., Möldre H. CAD Problems and Solutions // 10th International Conference on Engineering Graphics BALTGRAF-10; Conference Proceedings. Vilnius Gediminas Technical University. Vilnius, Lithuania, June 4-5, 2009, p BALTGRAF 2013 The 12th International Conference on Engineering Graphics 161/300

162 2. Mägi R. Blocks, Layers, Styles Possibilities and Dangers // In: Engineering Graphics BALTGRAF-9. Proceedings of the Ninth International Conference on Geometry & Engineering Graphics. Riga, Latvia, June 5-6, 2008, p Mägi R. Handling CAD-files // In: Engineering Graphics BALTGRAF-8. Proceedings of the Eighth International Conference. Tallinn, Estonia, June 8-9, 2006, p _Handling_CAD.pdf. 162/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

163 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia GEOMETRICAL EDUCATION BY USING MULTIMEDIA PRESENTATION 1. ABSTRACT Miodrag NESTOROVIĆ 1, Aleksandar ČUČAKOVIĆ 2, Nataša TEOFILOVIĆ 1, Biljana JOVIĆ 3 This paper proposed integration of multimedia presentation and implementation tools for 3D animation applications, in the geometrical education. The aim of this method is to simplify the perception of geometrical forms and the process of their constructions and their combinations with each other, resulting in more complex geometry that is easier to perceive in geometrical education. The innovative interdisciplinary, hybrid approach resulting from the overlapping and intertwining of multiple disciplines: descriptive geometry, architecture, structural systems, computer animation and use of virtual technologies. Dynamic geometrical education is presented on multimedia DVD that covers selected areas of the geometrical theory. Multimedia DVD contains 16 integrated animated short forms with concise textual explanations subtitles. DVD titled "Geometric education using the principles and tools of 3D animation" is the geometrical education learning material for students of technical and artistic groups. KEYWORDS: Geometrical education, multimedia, virtual technologies ACKNOWLEDGEMENT Authors are supported by the Serbian Ministry of Science and technological development, project number TP INTRODUCTION Development of spatial visualization ability is improved by use of dynamic and interactive animation programs for the study of geometry. New standard in geometry education, emphasizes in this paper, is the use of multimedia tools in educations of descriptive geometry. This work is important research in the field of application of 1 University of Belgrade, Faculty of Architecture, Bulevar Kralja Aleksandra 73/2, Belgrade, 11000, Serbia, [email protected], [email protected] 2 University of Belgrade, Faculty of Civil Engineering, Bulevar Kralja Aleksandra 73/1, Belgrade, 11000, Serbia, [email protected] 3 University of Belgrade, Faculty of Forestry, Kneza Viseslava 1, Belgrade, 11030, Serbia, [email protected] 163/300

164 methodological innovation in the area of space geometry and computer animations with the focus on geometry education. The geometry in the plane and space geometry is unseparated part of the geometrical education. Sketching, graphic design, static and dynamic presentations are involved in the graphical education. Improvement of spatial ability, accessible application, and pedagogical stimuli for encouragement in further geometry exploration is provided by dynamic 3D geometry in education. Fig. 1. DVD cover "Geometric education using the principles and tools of 3D animation" Educational DVD is published by Faculty of Architecture, University of Belgrade (Fig. 1). 3. GEOMETRICAL EDUCATION Ability of spatial representation, perception and understanding of space is enabled by geometrical education. Drawing is a tool but not the aim of geometrical education. Geometrical education is definitely the most important for all engineers and students of art [1]. Learning process is carried out when students are able to build conceptual models that are in accordance with what they already understand and with new content as constructivist theory emphasizes. Pedagogical theory constructivism provides a valid and reliable basis for a theory of learning in a virtual environment [2]. Professor Hannes Kauffmann from TU Vienna in his PhD Dissertation suggests using different models of learning in a virtual environment from autodidactic learning models to those which are guided by teachers [3]. 164/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

165 We suggest the use of 3D animation with short textual explanation on multimedia in geometrical education and consider that it is fully compatible with constructivist pedagogical theory. Kortenkamp in Foundation of Dynamic Geometry explain the comprehensive work on the dynamic geometry [4]. The importance for the educational purposes is in the fact that one can explore the geometry characteristics by moving the same geometrical structure. It could be observed which parts of a construction change and which remain the same, unchanged. It gives much more insight into the actual construction and general geometry, if we can experience what happens when you start moving that construction. In this paper we emphasize the importance of dealing with design dynamically-generated form. Geometrical areas that are processed on DVD geometrical learning tool consist of 16 animations, 5 minutes duration in average. Fig. 2. Content of multimedia DVD Geometrical areas are: Platonic solids: cube, tetrahedron, octahedron, dodecahedron and icosahedron; Ruled surface: conoid, rotational hyperboloid, helicoid and hyperbolic paraboloid; The surface of revolution: the torus; Mutual intersection: conic sections, cone and cylinder, sphere and cylinder and two half- BALTGRAF 2013 The 12th International Conference on Engineering Graphics 165/300

166 cylinder; Experimental design (freeform) [8]: generating a surface with the two profiles as guidelines, generating free form using lattice deformers and generate freeform by the duplicating along curves; (Fig. 2). In terms of position of the geometrical content in curriculum is very diverse [7]. Selected areas showed how the different geometrical fields may be processed in the virtual environment. Using 3D animation in the geometrical education supports different learning tools for students, guided by teachers and auto didactical as well as more autonomous way of learning. The interpretation of spatial constructions in the plane requires a lot of spatial thinking and understanding of spatial problems. Spatial geometrical ideas could be tested, developed and realized in a short time by using this kind of learning tools. The significance in educational sense is that it is possible, in completely new examples and applications, to perform the implementation of 2D geometry in a dynamic 3D space. For our current and future work this is a very inspirative and perspective base, for further research of different geometrical problems, using available applications for 3D animation in geometrical education. 4. MULTIMEDIA The use of digital technology involves interdisciplinary approach. At the area of digital art there are constant changes in the categorization of the digital art terminology [5]. Hybrid art is category specifically dedicated to today's hybrid and trans-disciplinary projects and approaches to projects and media arts. This open approach allows changes in the art categorization as well as method used and favoured in this paper [6]. For students of art and engineering field of technical technological group the specific contribution is in the education by working with 3D animation. We used and finally presented geometrical areas as a short animated form. Constructive process is directly recorded in of dynamic 3D software (Autodesk Softimage), and each animation has additional text that follows and explains the procedure and gives the basic definitions. Fig. 3. Frames from different multimedia 166/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

167 We did examples which are differing in complexity but all belong to the geometric area of the university educational levels in order to demonstrate the potential of 3D geometry education (Fig. 3). 5. VIRTUAL TECHNOLOGIES Today virtual technologies represent the standard in education. These instruments allow students, teachers, artists, researchers, engineers, designers, etc. improvement in all field of work, from education to practice. In the function of geometry learning tools virtual technology offers new and fascinating possibilities. Students and teachers can explore the most diverse practical and theoretical problems with the aim of understanding the complex and dynamic spatial relationships. Communication and understanding the spatial problems by using of virtual technologies enable researching in new ways. Working interactively with objects in a simulated environment and teaching through movement, interaction and immediate response are benefits from this kind of learning tool [11]. Advantage of using virtual technologies is the new way of communication between teachers and students which were not possible at conventional ways of teaching. Benefits of the use of virtual technology in the teaching related to the geometrical education are improvement and great speeds up of explanations of teacher s intentions [9]. Fig. 4. Frames from multimedia shows possibilities of geometrical modelling using 3D animation Virtual technology in the learning process demonstrates significant progress in the perception of huge possibilities working with each model (Fig.4). The use of virtual technology is quite simple on today's conventional hardware and software packages. One, between many of observed advantages of digital multimedia education is that this type of learning process enables the exchange of theoretical and practical knowledge among participants in the distanced locations. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 167/300

168 Virtual technologies are also good platform for teamwork. Collaboration between teachers and students using interactive media includes design and communication at a much more direct way than simple file sharing. The working possibility is multiple and all participants showed a higher level of interaction. Multimedia allows the joint participation in the processes of thinking, creating and understanding. Virtual technologies demonstrate a possibility of establishing a unique combination of communication and collaboration of interactive teaching process that is transparent and direct [10]. Users of virtual systems have tremendous opportunities to explore geometrical characteristics and spatial relationships of the topics being processed in this paper [12]. Virtual technology implementation refers to the use for the dynamic geometrical education in areas that are the most suitable for this method. Dynamic tool for educational purposes was done by live recording of whole construction process in 3D software at the Studio for digital 3D animation at the Faculty of Architecture, University of Belgrade. Software for 3D animation Autodesk Softimage was donated by US AID to Faculty of Architecture, University of Belgrade in The animations are subtitled as well. Every animation has additional text that follows and explains the procedure and gives the basic definitions. 6. CONCLUSIONS Dynamic educational experience in a virtual environment is especially important because dynamic geometry education achieved much higher insight into the actual structure and construction. Visually we learn about the changes in the construction of the structure. New dimension in geometrical education is using of animation. More complex communication and understanding of spatial relationships of geometric area is enabled by using virtual systems. This innovative approach leads to new form of design. The usage of tools for 3D animation in geometrical education open up new perception of the tangible existence of geometric forms since all is in motion; nothing is static, as well as the sensational dynamic manipulation of the geometry. The original contribution of this paper is in the implementation of multiple disciplines, and this interdisciplinary hybrid approach. Overlapped several disciplines such as architecture, descriptive geometry, computer animation and programming are shown in resulting published DVD named: "Geometric education using the principles and tools of 3D animation". Since the authors are educated in different disciplines: architecture, descriptive geometry, digital animation, and constructive system, the teamwork result is in implementation at the education of students in technical and art faculties as well as for the further scientific research in the design of dynamically generated forms. 168/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

169 7. REFERENCES 1. Stachel H.: What is Descriptive Geometry for? In: DSG-CK Dresden Symposium Geometrie: Konstruktiv & Kinematisch, Feb 27 - Mar 1, 2003, Dresden/Germany: TU Dresden, 2003 (ISBN ), p Jović B. Geometrical Education in Domain of Visualization and Experimental Design by Virtual Technologies. PhD Dissertation, University of Belgrade, Faculty of Architecture, Belgrade, Serbia, (in Serbian). 3. Kaufmann H. Geometry Education with Augmented Reality. Dissertation. Technology University of Vienna, Vienna, Austria, pp. 4. Kortenkamp U. H. Foundation of Dynamic Geometry. PhD Dissertation. Swiss Federal Institute of Technology, Zurich, Switzerland, pp. 5. Teofilović N. 1:1 (3D Character Animation and Installation). PhD Dissertation. University of Art in Belgrade, Interdisciplinary PhD studies, Group of Digital Art, Belgrade, Serbia, (in Serbian). 6. Teofilović N. The Art of Movement in Empty Space (Technologies and Practise of Virtual Characters). Faculty of Architecture, University of Belgrade, Belgrade, Serbia, (in Serbian). 7. Čučaković A. Descriptive Geometry. Akademska misao, Belgrade, Serbia, (in Serbian). 8. Nestorović M. Constructive Systems Principles of Construction and Shapenig. Faculty of Architecture, University of Belgrade, Belgrade, Serbia, (in Serbian). 9. Čučaković A., Jović B. Constructive Geometry Education by Contemporary Technologies, SAJ_2011_3_ Serbian Architectural Journal, original scientific article, approval date UDK :62 ID , p Čučaković A., Nestorović M., Jović B. Contemporary Principles of Geometrical Modeling in Education. Abstracts 2 nd Croatian Conference of Geometry and Graphics Scientific-Professional Colloquium of CSGG, Šibenik, Croatia, September 5-9, 2010, p Wang X., Schnabel M. A. Mixed Reality in Architecture, Design and Construction. Australia, Sydney, Springer Science + Business Media B. V pp. 12. Čučaković A., Jović B. Optional Course Engineering Graphics on Department for Landscaping Architecture at the Faculty of Forestry, University of Belgrade, International Conference SUNGIG mongeometrija 2010, Jun 24-27, 2010, Belgrade, Serbia. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 169/300

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171 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia DIGITAL PRODUCT DEFINITION DATA PRACTICES 1. ABSTRACT Tilmutė PILKAITĖ 1, Vidmantas NENORTA 2 Suitable employment of Computer-Aided Design (CAD) tools increases product reliabilities and decrease product development costs and a greatly shortened design cycle. Development of these systems, gain an access use three-dimensional (3D) data for detail drawings presentation. This opportunity necessitate create new standards related with detail drawing annotations. The American Society of Mechanical Engineers (ASME) on August 15, 2003 issued the first version of ASME Y industrial standard which was born of the need to utilize 3D CAD data as a manufacturing and/or inspection source. A corresponding standard (ISO 16792:2006) was created by International Organization for Standardization (ISO). This standard specifies requirement for the preparation, revision and presentation of digital product definition data (data sets). The aim this paper to introduce with the basic aspects of standards noted above having in mind to implement it into engineering graphics education course. KEYWORDS: Digital Product Definition Data, Automated Design Systems, CAD/CAM/CAE/PLM. 2. INTRODUCTION The purpose of CAD is to make the design process more productive. The ability to think in three dimensions is one of the most important requisites. There is the possibility to indicate dimensions and annotations on the model that can be used as a standalone 3D representation of the geometry. Many actions now make it very fast and efficient to place 3D annotations on models [1]. All the annotations should be indicated in compliance with ISO 16792:2006 standard. This standard is separated into 3 industrial practices: Models Only. These portions cover the practices, requirements, and interpretation of the CAD data when there is no engineering drawing. Models and Drawing. These portions cover what is commonly called "reduced content drawings" or "minimally dimensioned drawings," where an engineering drawing is available, but does not contain all the necessary information for producing the part or assembly. 1 2 Kaunas University of Technology, Lithuania, [email protected] Department of Engineering Graphics, Kaunas University of Technology, Kestucio 27, Kaunas, LT-44312, Lithuania, [email protected] 171/300

172 Drawings only. These portions of the standard allow the historical practices of using engineering drawings to define a product [2]. 3. RELATED DATA Related data shall be integral to, or referenced in, the data set. Related data consists of, but is not limited to, analytical data, parts lists, test requirements, material specifications, process and finish requirements in accordance with Figure 1. The following specifies the structure and control requirements for data management. Fig. 1. Content of a product definition data set Fig. 2. Content of a model The model itself includes geometric elements in product definition data representing the designed product. Annotations include dimensions, tolerances, notes, text, or symbols visible without any manual or external manipulation. Attributes are such elements as a dimension, tolerance, note, text, or symbol required to complete the product definition or feature of the product that is not visible but available upon interrogation of the model [3-4]. 3.1 Design Model Requirements Design models represent a product in ideal geometric form at a specified dimensional condition, for example minimum, maximum or mean. The dimensional condition shall be specified as a general note. Design models shall be modelled using a scale of 1:1. The design model precision indicates the numeric accuracy required in the production of the work piece in order for it to fulfil the design intent. The number of significant digits of the design model shall be specified in the data set. The number of decimal places required for the design cannot exceed the precision of the design model. The model shall contain geometry, attributes and annotation as required to provide a complete definition of the part. Work piece and sub-assembly models shown in the assembly model need only have sufficient detail shown to ensure correct identification, orientation and placement. The assembly model may be shown in an exploded, partially assembled or completely assembled state. Location and 172/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

173 orientation of parts and assemblies may be shown by geometric definition, annotation, or a combination of both. The data set shall provide complete product definition: a design model, its annotation, and related documentation. Display management shall include the facility to enable or disable the display of annotation completely, by type or selectively (Fig. 3). In Figure 4 a diagram shows the relationship between annotation and model geometry. These are general requirements, which apply to all types of annotation. a) b) c) Fig. 3. Display management: a) model with all annotation displayed; b) model with one type of annotation displayed; c) model with selected annotation displayed Fig. 4. Annotation and model geometry relationship BALTGRAF 2013 The 12th International Conference on Engineering Graphics 173/300

174 3.2 Common to Annotated Models and Drawings A complete definition of a product shall contain a model and a drawing that may contain orthographic views, axonometric views or a combination thereof. Product definition data created or shown in the model and on the drawing shall not be in conflict. The drawing shall contain a drawing border and title block information. The drawing shall reference all models and data relevant to the product. Annotation displayed on the drawing shall be interpretable without the use of query. When complete product definition is not contained on the drawing, this shall be noted. Management data that is not placed on a drawing shall be placed on the model or in the data set separate from the model or drawing. The management data shall be contained in the data set: application data; approval; data set identification; design activity transfer; revision history for the data set. The annotation plane shall be available for display with the model. Management data placed on a model shall include: CAD maintained notation; design activity identification; duplicate original notation; item identification; unit of measurement, and navigation data. Protection marking shall be placed on a protection-marking annotation plane, or equivalent, which shall be available for display with the model. Reproductions of technical data or any portions thereof, subject to asserted restrictions shall also reproduce the asserted restrictions. When displayed, the protection-marking annotation plane does not rotate with the model. All model values and resolved dimensions shall be obtained from the model. Saved views of a design model may be defined to facilitate presentation of the model and its annotation. A saved view shall have an identifier, be retrievable on demand, contain a model coordinate system that denotes the direction of the view relative to the model and may contain one or more of the annotation plane(s), a selected set of annotation, or a selected set of geometry. Fig. 5. Design cutting model plane A representation of a cutting plane shall be used to indicate the location and viewing direction of a section. The edges of the cutting plane shall be continuous or long-dashed dotted narrow lines. A means of identifying all cutting planes in a model shall be available. A visible-view arrow or arrows shall be included to show the direction in which the section is viewed (Fig. 5). 174/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

175 3.3 Drawing Requirements Annotation may be applied to orthographic or axonometric views. For axonometric views, the orientation of the annotation shall be parallel to, normal to or coincident with the surface to which it applies. An annotation shall not overlap another or the geometrical representation of the part. The relationship between a model and a drawing are illustrated in Figures 6 and 7. Fig. 6. Annotated model Fig. 7. Design drawing When orthographic views are used, the model coordinate system may be used to indicate view orientation. A model coordinate system shall be included in each axonometric view to indicate orientation of the view (Fig. 8). Section views may be created from axonometric views. A section view may be orthographic or axonometric. A representation of a cutting plane shall be used to indicate the location and viewing direction of a section. The edges of the cutting plane shall be continuous or longdashed dotted lines. A visible viewing arrow or arrows shall be Fig. 8. Axonometric views included to show the direction in which the section is viewed (Fig. 8). In axonometric views, leader lines shall be used to associate each local note to its related model feature. Theoretically exact dimensions not displayed on a drawing BALTGRAF 2013 The 12th International Conference on Engineering Graphics 175/300

176 shall be obtained by querying the model. Displayed dimensions in views are true dimensions. Dimensions shown in an axonometric view shall be actual values (not out-of-scale). Fig. 9. Datum targets and indicators in an axonometric view The corresponding model coordinate system shall be displayed in each axonometric view in which a datum system is cited. In axonometric views the datum indicator should be attached to the surface of the represented object. A single extension line of a model feature outline should not be used for attachment of datum indicators in an axonometric view (Fig. 9). 5. CONCLUSION Digital product definition (model based definition) allows a part completely define as a 3D model. It compresses product development cycle reduces design engineer s time is spent creating 2D drawings much as 50% and becomes concurrent in digital prototyping (3D modelling). Having mind CAD tools development tendency, all the students of technical science should be introduced with standard ISO 16792:2006 because it specifies requirement for the preparation, revision and presentation of digital product definition data 6. REFERENCES 1. Model Based Definition (MBD) with Wildfire x=b11,0,w. 2. ASME Y &rlz=1T4ADRA_enLT356LT358&q=digital+product+definition+data+prac tices&gs_l=hp..0.41l British Standard. BS ISO 16792:2006. Technical Product Documentation Digital Product Definition Data Practices /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

177 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia INTERACTIVE 3D MECHANICAL DESIGN SOFTWARE 1. ABSTRACT Nomeda PUODZIUNIENE 1, Vidmantas NENORTA 2 Today the effective employment of Computer-aided technologies is the main reason of successfully product development in the world market. Suitable employment of CAD tools increases product reliabilities and decrease product development costs and a greatly shortens design cycle. The comprehensive, interactive and flexible 3D CAD software for 3D mechanical design aims help companies stay more competitive. 3D CAD software help engineers in many operations like: part design, part positioning, automated mechanism design, functional tolerances and annotations, assembly drawing generation, kinematics simulation and photorealistic image creation. The digital prototyping enabling to produce an accurate 3D model that can engineers help to design, visualize, and simulate products before they are built, so companies design better products, reduce development costs, and get product to market faster. The aim of this paper is to overview some news aspects of automated design systems for mechanical design. KEYWORDS: Automated Design Systems, CAD/CAM/CAE/PLM, Digital Product Development (DPD), Interactive 3D CAD Systems 2. INTRODUCTION The aim of CAD is to apply computers to both: the 3D modelling and communication of designs. This includes automating such tasks as the production of drawings or diagrams and the generation of lists of parts in a design and etc. CAD design now involves the creation of 3D model data which can be applied in all parts design stages: design, analysis and simulation, manufacturing and presentation. CAD allows engineers to create detailed and measured designs of parts with minimal time and cost. Engineering industries, especially mechanical engineering use CAD widely to design and develop new and competitive products, and also used to design the overall layout of a manufacturing unit. 1 2 Department of Engineering Graphics, Kaunas University of Technology, Kestucio 27, Kaunas, LT-44312, Lithuania, [email protected] Department of Engineering Graphics, Kaunas University of Technology, Kestucio 27, Kaunas, LT-44312, Lithuania, [email protected] 177/300

178 Until the mid-1980s, all CAD systems were specially constructed computers. Now, CAD software s runs on general-purpose workstation and personal computers. Today are wide variety of CAD options, which are very useful for mechanical product design: 2D Drafting-Technical Documentations Software, 3D Wire/Surface Modellers, 3D Constructive Solid Geometry (CSG) Solid Modelling, 3D Boundary Representation (Brep) Solid modelling, 3D hybrid Solid Modelling, 3D Feature-based Solid Modelling, 3D Parametric, Feature Solid Modelling, 3D Dynamic, Featurebased Solid Modelling. Interactive CAD Solutions can help engineers turn his ideas into such design environment which can maximum to reduce the designing time of new product, to share information between design team and customer rapidly. Parametric 3D Modelling drawings are automatically updated as the design changes due to associativity. Simulation in 3D CAD programs can reduce the cost of prototypes by analysing range of motion and checking for interferences. 3D modelling allows lifelike representation of a design, from structural composition and the way parts fit and move together, to the performance impact of characteristics such as size, thickness, and weight. The goal is to support the interactive exploration of design and construction alternatives, facilitate the decision-making process, and to safeguard the collaboration between project team members [1]. The advanced 3D modelling software with creation, modification and analysis of 3D CAD models using in mechanical product design has become more frequently and intensively shared and used in the mechanical product development process (PDP). More and more 3D data are used in various CAD and PLM-related areas such as design reuse, engineering change management and data exchange [2]. 3. OVERVIEW OF MOST POPULAR MECHANICAL DESIGN SOFTWARE We overview some new upgrades for 2D users and internet/cloud connectivity for storage and collaboration in AutoCAD AutoCAD 2013 introduces a new file format that includes changes to the thumbnail preview file format, as well as new controls for graphics caching. Thumbnail previews in the new AutoCAD 2013 DWG file format are now stored as PNG images, providing higher-quality thumbnail previews in a smaller file size. Image resolution is still controlled by the THUMBSIZE system variable. However, the maximum valid its value has increased from 2 to 8. When you save from AutoCAD 2013 to an older version DWG file, a message alerts you that the attached PCG file will be re-indexed and degraded to be compatible with the previous version of the drawing file format. The new file is renamed to a corresponding incremental file name [3]. The command line has been enhanced. Colour and transparency can be changed. It works better as undocked and can be made smaller. It features a semitransparent prompt history that can display up to 50 lines (Fig. 1). 178/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

179 When selecting objects and making changes of properties like colour and transparency a preview is seen directly in the drawing. Fig. 1. AutoCAD 2013 command line Fig. 2. Collaboration panel The viewports panel on the ribbon is renamed to be specific to Model Viewports or Layout Viewports. Model Viewports are accessible from the View ribbon tab and are relevant when creating viewports in model space. Standard model space viewport configurations are easily accessible from a drop-down menu. Layout Viewports are accessible from the Layout ribbon tab and are relevant when creating viewports on a layout. The Export Layout to Model tool has been updated so when you export a layout with drawing views containing circular objects, those objects are represented in the exported drawing as circles and arcs instead of polylines. Strikethrough style is available for Mtext, Mleaders, Dimensions and Tables. Leaders are now included with the TextToFront tool. The Mleader text box has been updated to include a margin between the text and the frame and to provide a minimum width for the Mtext in order to prevent text overflow. When using the Offset command, a preview of the offset result is automatically displayed before ending the command. Extract Isolines tool is new on the Surface ribbon tab. Extract isoline curves from an existing surface or face of a solid. The direction of the isolines can be changed, select a chain or draw a spline on the curved surface [3]. Very useful feature is Cloud Connectivity. Online Documents: Autodesk 360, Online Options, Open On Mobile, Upload Multiple; Customization Sync: Sync my Settings, Choose Settings; Share & Collaborate: Share Document, Collaborate Now (Fig. 2). Use the Share Document tool to easily share the current drawing with other users. If the current drawing is saved locally only, a copy of the drawing is uploaded to the cloud and shared. If an online copy of the drawing already exists, then it is shared. You can control the access level of shared documents. Autodesk Inventor 3D mechanical design software offers a comprehensive, flexible set of tools for product design, assembly design, data management, product simulation, tooling creation, finite element analysis and design communication. Engineers with Inventor software can integrate data from AutoCAD software and 3D data into a single digital model and create a virtual representation of the final product; streamline projects that require opening third-party CAD data; better collaborate with accurate 2D documentation and 3D visualization tools; optimize BALTGRAF 2013 The 12th International Conference on Engineering Graphics 179/300

180 material selection based on environmental impact, cost. There are a few interesting new tools in Inventor New Inventor has a great new learning environment. This environment leads users through tutorials with step by step video, supporting text. Incommand marking menus are aligned to have consistent placement of the OK, Done, Cancel, and Apply options. In-command marking menus display when user rightclick while a command is active (Fig. 3). The overflow menu displays below the marking menu. Shorter versions of the overflow menu are defined for Inventor to streamline the interface. Fig. 3. Fragment of menu in Inventor 2013 Fig. 4. Fragment of drawing Inventor 2013 When user click Extrude or Revolve before you create a sketch, an error message displays, and user can start a new 2D sketch. When user starts the Create 2D Sketch command, the origin planes display. User picks the edge or face of a plane to begin a new 2D sketch (Fig. 4). The first dimension in the first part sketch determines the scale of the sketch. When you edit a part in the context of an assembly, you can project sketch geometry from another part into the active part. This geometry is now associative by default. The sketch and the part are set as adaptive to keep the geometry associative. On the Assembly tab, an Application Option controls whether projected sketch geometry is associative. The option is called Enable associative sketch geometry projection during in-place modelling. With the latest 2013 version of Inventor 3D CAD software, we can integrate 2D AutoCAD drawings and 3D data into a single digital model, creating a virtual representation of the final product that enables to validate the form, fit, and function of the product before it is built. Parts colours and textures can be adjusted using an in canvas mini toolbar to make the manipulation of colour and scale texture mapping an intuitive experience. Inventor 2013 has a completely new materials and appearances structure. The main library is now split into three components (Fig. 5): Autodesk Inventor Material Library The familiar Inventor materials Autodesk Material Library Materials (physical properties) that can be shared across all Autodesk products Autodesk Appearance Library Appearances (colours and textures) that can be shared across all Autodesk products Materials and Appearances. 180/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

181 Fig. 5. Material browser in Inventor 2013 Inventor Fusion Technology Preview 2013 is fully interoperable with AutoCAD and Autodesk Inventor software, enabling customers to choose the modelling approach that is right for the task at hand. Autodesk Fusion 360, the world's first complete 3D CAD solution offered in the cloud. Unleash your creativity like never before. Designers and engineers now have the freedom to take their work anywhere with powerful, collaborative, and accessible design and collaboration tools powered by the cloud [4-5]. In SolidWorks 2013 the new View Manipulator gives a quick access to all the usual views. New sketch functionality enables users to create conic curves driven by endpoints and rho value, permitting elliptical, parabolic, or hyperbolic curves without the need to use splines or equations. New modelling tool enables users to add and remove geometry in one operation. Users can intersect solids, surfaces, and planes, as well as merge solids and cap surfaces, to define closed volumes and create multiple geometries simultaneously. The enhanced Section View tool makes creating section views in drawings faster, with simple drag-and-drop placement. New options in Linear and Circular Pattern features enable you to vary feature dimensions and instance locations incrementally for the entire pattern or individually for each instance. Easily create sub-model studies of your designs to get more accurate results for specific areas, while automatically utilizing loads and boundary conditions applied to the full model. Built by rendering wizards, Luxology (luxology.com), PhotoView 360 has now completely replaced the historical visualization tools that had been in SolidWorks for a decade or more. Running in the modelling window as well as a separate one for user flexibility, the system changes how rendering was traditionally done in SolidWorks. With greater use of HDR images to provide accurate lighting combined with existing camera and lighting tools, as well as drag and drop materials, it s seen a massive adoption by users. This release sees two key new capabilities added. The first is that SolidWorks users can access the custom materials from Luxology s massive library of materials. The second is that support for network rendering has been added [5]. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 181/300

182 3D CAD software CATIA has interesting tools for engineering, design, systems architecture and systems engineering aims. 3D Design products and solutions cover the entire shape design, styling and surfacing workflow, from industrial design. Different functionalities include reverse engineering, accuracy surfacing process with a solution for surface refinement that integrates industry leading Icem surfacing technologies, rapid propagation of design changes, real-time diagnostic tools and high-end visualization. Digital prototyping, combined with digital analysis and simulation, allows product development teams to virtually create and analyse a mechanical product in its operating environment [6]. 3D Modelling solutions of CATIA Engineering Software enable the creation of any type of 3D assemblies for a wide range of mechanical engineering processes. They addresses the specific requirements of a wide range of processes and industries, including cast and forged parts, plastic injection and other moulding operations, composites part design and manufacturing, machined and sheet metal parts design and advanced welding and fastening operations. Tools for mechanical systems has a wide range of operations such as part design, part positioning, automated mechanism design, live kinematic simulation, functional tolerances and annotations, assembly drawing generation, and photorealistic image creation. Very interesting and useful is CATIA Natural sketch for 3D for 3D experience Fig. 6 [6]. Fig. 6. CATIA Natural sketch for 3D PTC Creo Parametric is the standard in 3D CAD, featuring state-of-the-art productivity tools, which flexible 3D CAD capabilities to help users working with multi-cad data and electromechanical design. A scalable offering of integrated, parametric, 3D CAD, CAID, CAM, and CAE solutions allows users faster create competitive products. As part of the PTC Creo product family, PTC Creo Parametric can share data seamlessly with other PTC Creo apps. This means that no time is wasted on data translation and resulting errors are eliminated. Users can seamlessly move between different modes of modelling and 2D and 3D design data can easily move between apps while retaining design intent. The PTC Creo Flexible Modelling Extension (FMX) gives PTC Creo Parametric users more design flexibility and speed 182/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

183 to overcome these challenges. Users no longer need to rebuild a model that can t be updated without breaking the original constraints. With PTC Creo FMX users can easily select and edit a range of geometry and features including rounds and patterns. PTC Creo FMX saves time and reduces errors and frustration. PTC Creo Advanced Assembly enhances the productivity of distributed teams with capabilities for design criteria management, top-down assembly design, and assembly process planning [7]. 4. CONCLUSIONS There are many CAD systems today in the world, however more than half of the market is covered by the four main corporations involved in PLM concept: Autodesk, Dassault Systèmes, Parametric technology corp. (PTC), Unigraphics corp. (UGS). Using CAD systems designers can solve basically all technical tasks related with mechanical design process. Popularity of the CAD system in the region depends on dealers activity. 3D design possibilities for the all most popular CAD systems practically are similar. CAD systems as an especially important contemporary technology should be applied in all the stages of technical engineering education process. 5. REFERENCES 1. A. Bargelis, R. Monkute, D. Cikotiene. Integrated Knowledge-Based Model of Imnovative Product and Process Development. Estonian Journal of Engineering, ISSN , 2009, 15, p A. Biere-Cote, L. Rivest, R. Maranzana. Comparing 3D CAD Models: Uses, Methods, Tools and Perspectives. Computer-Aided Design and Applications, 2012, 9, (6), p L. Khemlani. Autodesk s 2013 Product Portfolio Launch. AECbytes. Analysis, Researches, and Review of AEC Technology. Newsletter #56 (April 11, 2012). [access Dec 10, 2012]. 4. Autotodesk. [access Jan 10, 2013]. 5. SolidWorks. [access Jan 10, 2013]. 6. Dassault Systemes. [access Jan 10, 2013]. 7. PTC. [access Jan 10, 2013]. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 183/300

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185 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia MODELLING OF SHORTEST ROUTE IN THE DRAWING 1. ABSTRACT Algirdas SOKAS 1 This article analyses problems of determining the shortest way among given towns. The model of the problem presented as non-directional graph, where nodes are towns and crossings outside towns, and edges are roads among towns and crossings. Each node has some information attached to it: name and size of the town, and mark of the crossing. All towns connected by roads. These roads are shown as graph edges. Each edge also has information sketched in: length of road, type of road, allowable speed on the road and other useful information. Retrieval of the shortest route executed in two stages: modelling graph in the drawing and finding shortest way between two towns. Procedures to both exercises solutions presented. Floyd-Warshall algorithm selected for finding shortest way from one graph node to another selected node. Graphical system for selected towns on Lithuanian roads graph finds the shortest route. A solution presented in graphical form and a list of route s towns written with length of the route. The program is written in Visual Basic for Application language working in the graphical system AutoCAD environment. It consists of main program s dialog window and two class modules: Graph and Route, which have some properties and methods. The program controls database with two tables: Points and Roads. Obtained results are discussed and conclusions are made. KEYWORDS: Graph Model, Object-Oriented Programming, Shortest Route 2. INTRODUCTION Literature analysis shows that different transport problems are solved by using graph theory. Floyd-Warshall algorithm is often mentioned for finding shortest path. For example, make use of a different shortest path computation from classical approaches in computer science graph theory to propose a new variant of the pathfinder algorithm [1]. Second example; compute the shortest time paths between all pairs of variables, using the Floyd-Warshall algorithm [2]. Third example, present a fully connected graph representing the unrealistic case of a product line model in which every model element is connected to all other model elements [3]. Fourth example, inverse Monge matrix problem can be solved using the Floyd-Warshall algorithm [4]. 1 Dep. of Engineering Graphics, Vilnius Gediminas Technical University, Sauletekio al. 11, Vilnius, LT-10223, Lithuania, [email protected] 185/300

186 There exist several algorithms with a better worst-case runtime; the best of these algorithms currently achieve a runtime. However, these algorithms are much more complicated than the Floyd-Warshall algorithm and involve complicated data structures. Therefore, in many cases the Floyd-Warshall algorithm is still the best choice [5]. This article analyses problems of determining the shortest way among given towns on Lithuanian map. The article presents a graph modelling in a drawing method using information from a database. The article analyses a program which finds the shortest path in a graph between two given towns. 3. SHORTEST ROUTE MODELLING WITH GRAPH The model of the problem is presented as non-directional graph G= (N, E), where nodes are towns and crossings outside towns N= (1,..., n), and edges are roads among towns and crossings E= (1,..., m). Each node has some information attached to it: name and size of the town, and mark of the crossing. All towns connected by roads. These roads are shown as graph edges. Each edge also has information sketched in: type of road (main, country, and district), length of road, allowable speed on the road and other useful information. Retrieval of shortest route is executed in two stages: modelling graph in the drawing and finding shortest way between two towns. Procedures to both exercises solutions are presented. Literature presents several algorithms which find shortest way between two points from concrete graph node to all the other ones. They are Dijkstra, Bellman- Ford, Johnson, Floyd-Warshall algorithms. Floyd-Warshall algorithm is the simplest and fastest [6]. Floyd-Warshall algorithm is selected for finding shortest way from one graph node to another selected node. The algorithm uses intermediate node idea. It approaches path among all intermediate nodes and finds shortest route. (k) Foundation of the algorithm is recurrent formula (1), where d ij is the shortest distance from node i to node j with intermediate node from set k =1,2,...,n. ( ) k wij, k 0, dij ( k 1) ( k 1) ( k 1) (1) min d ij, dik dkj, k 1. If intermediate node is absent on the way, then the shortest distance is equal to the length of the way, or if k = 0, that d ij (0) = w ij. In specific example the weight of the road is assigned to distance. Weight of the road can also be rated with more properties as road type, fuel input and other. Result of the algorithm is two symmetric and quadratic matrices n measurements: shortest way distance [DM] and intermediate nodes [PM] matrices. 186/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

187 Matrix [DM] is used for finding shortest route. Matrix [PM] is filled in this way: if node k is on the way between i and j, then its index equals p ij or we can write p ij =k. The algorithm is realized by class Route with method Floyd-Warshall. Graphical system AutoCAD is a program used as operating environment, and Visual Basic for Application (VBA) is a language used for programming. Drawing is a very good environment for programming because each point has coordinates and each line segment has start and end coordinates. The end coordinate of each polygon line is the beginning coordinate of another line. This program determines the graph of the Lithuania towns and roads drawing (Fig. 1). Fig. 1. Graph in the AutoCAD drawing The program controls database with two tables: Points and Roads (Fig. 2). The database table Points have fields town names and its coordinates x, y. This table was created in such a way by measuring horizontal and vertical distances of cities on the map from the left and bottom edges in millimetres respectively. The database table Roads haves fields from, to, length, type and speed limit of road. Using these database tables it programmatically forms cities and crossings nodes which coordinates are known. Cities and intersections have different ID codes. Based on the cities codes the edges are drawn symbolizing the routes with a length corresponding to the real length. This creates a graph in the drawing of the routes and cities. Most importantly, this graph-making system is easily transformed to include new cities and specifying new routes in the database. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 187/300

188 4. OBJECT-ORIENTED PROGRAMMING Object-oriented programming as Visual Basic for Application (VBA) greatly facilitates a programmer s work because task divided into two parts, into two class objects. The first class Graph has three methods and two properties. Method Connect Points designs class object, which has following properties: town name, its coordinates and other field names as in the database table Points. The second method Connect Roads designs class object, which has following properties: start point ID, end point ID, road length and other field names as in the database table Roads. The third method Drawing shows towns, crossings and roads in the graph model. Presented one of the cycle which draw graph edges (roads) in the drawing: Do Until rr_roads.eof i = rr_roads(0) j = rr_roads(1) t1(0) = mc(i, 3): t1(1) = mc(i, 4): t1(2) = 0 t2(0) = mc(j, 3): t2(1) = mc(j, 4): t2(2) = 0 Set obj = ThisDrawing.ModelSpace.AddLine(t1, t2) obj.layer = "grafas" obj.update rr_roads.movenext Loop There mc is graph nodes (towns and crossings) coordinates matrix formed from database table Points. The second class Route has three methods: Extract Route, Floyd-Warshall, Prepare Matrices. The second class Route executes matrix operations and presents graphical result. Method Prepare Matrices prepares array length matrix [DM], which keeps graph s shortest distances among nodes, and path matrix [PM], which keeps the found shortest way intermediate node numbers. Method Floyd-Warshall realizes following algorithm: Public Sub Floyd_Warshall() Dim i, j, k As Integer For k = 1 To n For i = 1 To n For j = 1 To n If (DM(i, k) + DM(k, j) < DM(i, j)) Then DM(i, j) = DM(i, k) + DM(k, j) PM(i, j) = k 188/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

189 End If Next j Next i Next k End Sub A method Extract Route finds the shortest way between presented towns. In the cycle from graph first node until end node use method Extract Route which realizes following procedure: Public Sub ExtractRoute(sp As Integer, ep As Integer) rl = DM(sp, ep) rs = 1 RP(0) = sp RP(1) = ep FindPath sp, ep End Sub There sp start point index, ep end point index, rl route length, rs route size, DM distance matrix, RP route points vector, procedure Find Path finds shortest distance among start and end nodes: Private Sub FindPath(sp As Integer, ep As Integer) If PM(sp, ep) = 0 Then InsertRoutePart sp, ep Else FindPath sp, PM(sp, ep) FindPath PM(sp, ep), ep End If End Sub The procedure Insert Route Part realizes following code: Private Sub InsertRoutePart(lp As Integer, rp As _ Integer) For i = 0 To rs - 1 If RP(i) = lp Then If RP(i + 1) <> rp Then rs = rs + 1 For j = rs To i + 2 Step -1 RP(j) = RP(j - 1) Next j RP(i + 1) = rp BALTGRAF 2013 The 12th International Conference on Engineering Graphics 189/300

190 End If Exit Sub ElseIf RP(i + 1) = rp Then rs = rs + 1 For j = rs To i + 2 Step -1 RP(j) = RP(j - 1) Next j RP(i + 1) = lp Exit Sub End If Next i End Sub There lp left point index, rp right point index, rl route length, rs route size, RP route points vector, i and j circle indices. Modern programming database control technology is ActiveX Data Objects (ADO), created in 1996 [7]. An example of procedure with variable cc_points can read a concrete record rr_points from the database Keliai.mdb table Points (Fig. 2). Fig. 2. Database tables Points and Roads Using the same technique from a file named Keliai.mdb table Roads is called and controlled by variable rr_roads. This technology is used by the class Graph and is implemented by methods Connect Point and Connect Roads. Database presents the main Lithuanian cities and roads. It can be expanded by adding new entries and the system easily creates another graph with a different number of nodes and edges. It only needs the changed settings to be specified. 190/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

191 5. EXAMPLE, SHORTEST ROUTE IN THE LITHUANIA TOWNS AND ROADS DRAWING Graphical system for selected towns on Lithuanian map finds a shortest route (Fig. 3). A solution presented in graphical form (Fig. 4) and a list of route s towns written with length of the route (Fig. 3). The program is written in VBA programming language in the AutoCAD environment. It consists of main program s dialog window and two class modules: Graph and Route, which have some properties and methods. The program controls database with two tables: Points and Roads. In the selection lists of the program form we indicate travel start and end towns. After pushing programs execute key, the form presented with shortest route with list of towns, distance, and the graph drawing shows path with accentuated line. Fig. 3. Graphical system and shortest route Vilnius Skuodas Fig. 4. Shortest route Vilnius-Skuodas BALTGRAF 2013 The 12th International Conference on Engineering Graphics 191/300

192 The system is open and is possible to expand, append database with new towns, crossings and roads. 6. CONCLUSIONS Floyd-Warshall algorithm is selected for finding shortest way from one graph node to another selected node. The algorithm realization is presented programmatically. Object-oriented programming language, classes with specific properties and methods allows writing a program with individual modules, which simplifies and clarifies programmer s work. Two classes are defined: Graph and Route. The towns and roads selected from the database and presented in the drawing. The routes designed according to the mathematical model with class methods and properties. Designing systems connection with database tables is necessary. Such information can easily be written to the database tables and the program automatically finds the right parameters of element. Information in the databases can be changed and added, new intersections and roads can be introduced. A programming language and graphical objects controlled by the language are required for design of such systems. For example, Visual Basic for Application programming language works with the AutoCAD environment. The presented program is practical and clear for using, easy to select start and end towns. Accessible result is clear and visual. 7. REFERENCES 1. Quirin A., Cordón, O., Santamaría J., Vargas-Quesada B., Moya-Anegón F. A New Variant of the Pathfinder Algorithm to Generate Large Visual Science Maps in Cubic Time. Information Processing and Management, 2008, 44, p Asan S. S., Asan U. Qualitative Cross-Impact Analysis with Time Consideration. Technological Forecasting & Social Change, 2007, 74, p Heider W., Froschauer R., Grünbacher P., Rabiser R., Dhungana D. Simulating Evolution in Model-Based Product Line Engineering. Information and Software Technology, 2010, 52, p Imaev A. A., Judd R. P. Computing an Eigenvector of an Inverse Monge Matrix in Max plus Algebra. Discrete Applied Mathematics, 2010, 158, p Hougardy S. The Floyd Warshall Algorithm on Graphs with Negative Cycles. Information Processing Letters, 2010, 110, p Cormen T. H., Leiserson C. E., Rivest R. L., Stein C. Introduction to Algorithms, The MIT Press, New York, Gunderloy M. Visual Basic. Developer's Guide to ADO. San Francisco, SYBEX, /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

193 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia PROGRAMMATICAL DETECTION METHOD OF FLAT GRAPHICAL OBJECTS FORMED FROM LINES 1. ABSTRACT Algirdas SOKAS 1 This article analyses plate graphical objects in the drawing. Information on the graphical objects is collected in a matrix. The goal of the program is to determine the number of an object on the matrix line. A function is used which finds the smallest value in a matrix column. Another matrix is formed with lines that are not assigned to polygons. The program loops until there are no more undefined polygon lines. Program and example of the drawing with objects is presented. Programming methods for detection of plate graphical objects are discussed and conclusions are made. KEYWORDS: Detection of Graphical Objects, Visual Basic for Application Programming Language 2. INTRODUCTION Recognition of automated objects is very significant part of computer science. Artificial intelligence is a new developing science. Machines recognize products and decide what to do next. Welding crawler finds a car mark and knows where precisely to weld. Parts supply robot is familiar with the factory environment and finds the path to the specific machine. Factory floor environment may change over time and inaccessible areas may be marked by prominent polygons. Polygons are formed by drawing lines. Detection of graphical objects is the main subject of this article. All polygon lines in the drawing are collected into a matrix and are numbered to define their relationship to the specific polygon. AutoCAD is a program used as operating environment, and Visual Basic for Application (VBA) is a language used for programming [1]. Drawing is a very good environment for programming because each point has coordinates and each line segment has start and end coordinates. The end coordinate of each polygon line is the beginning coordinate of another line. This program determines the polygons of the drawing. The author has published methodological works on VBA language programming using AutoCAD environment in Lithuanian language [2]. 1 Dep. of Engineering Graphics, Vilnius Gediminas Technical University, Sauletekio al. 11, Vilnius, LT-10223, Lithuania, [email protected] 193/300

194 3. DETERMINATION OF POLYGONS IN THE DRAWING We have a flat drawing with polygons. Information about the lines forming the polygons is collected. A matrix row contains one line s starting and ending x, y and z coordinates, layer s name and a number of the polygon which the line belongs to. Matrix [mm] has eight columns and as many rows as there are lines in the drawing (Fig. 1). The example below has nine polygons. Following procedure forms a matrix. It goes through all the lines in the drawing and fills in the matrix: For i = 0 To sk - 1 Set obj = ThisDrawing.ModelSpace.Item(i) mm(i + 1, 1) = obj.startpoint(0):mm(i + 1, 2) = obj.startpoint(1) mm(i + 1, 3) = obj.startpoint(2):mm(i + 1, 4) = obj.endpoint(0) mm(i + 1, 5) = obj.endpoint(1):mm(i + 1, 6) = obj.endpoint(2) mm(i + 1, 7) = obj.layer:mm(i + 1, 8) = 0 Next i Fig. 1. The drawing with polygons information obj graphical object variable, sk the number of objects, i matrix row index. We exclude matrix [ma], which has not yet defined relationships between lines and polygons. Parameter a is the number of unidentified lines, and k, j matrix row and column indices. Do... Loop Until cycles while there are unidentified polygon edges in the matrix [mm]. It counts the number of these edges and then forms another matrix [ma]: Do a=sk-bb ReDim ma(1 To a, 1 To 8) 194/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

195 k = 0 For i = 1 To sk If mm(i, 8) = 0 Then k = k + 1 For j = 1 To 8 ma(k, j) = mm(i, j) Next j End If Next i In the first column of the new array the program finds the minimum x value: min = Minkord(ma, a, 1) Use the specified column minimum value min detection by the reference coordinates matrix [kor], the number of rows b and specific matrix column st function. Function Minkord(kor As Variant, b As Integer, st As Integer) As Double Dim min As Double min = kor(1, st) For i = 2 To b If kor(i, st) < min Then min = kor(i, st) End If Next i Minkord = min End Function Procedure finds and selects multiple rows for polygon in the matrix [ma]. First, the procedure finds all the lines based on the minimum x coordinates and writes them to vector vv (Fig. 2). k = 0 For j = 1 To a If ma(j, 1) = min Then k = k + 1 vv(k) = j End If Next j BALTGRAF 2013 The 12th International Conference on Engineering Graphics 195/300

196 Fig. 2. The number of founded rows Second, the first vector member is assigned to index k and the first polygon edge in this index row of the array is named. Polygons are numbered by index ii and calculated by parameter bb: k = vv(1) ma(k, 8) = ii bb = bb + 1 The procedure LineOfPolygon is called twice, which finds other polygon edges based on the first polygon edge looking in counter-clockwise direction or clockwise direction. Public Sub LineOfPolygon(ma, a, bb, ii, k, k1, k2) Third, the second edge has the same coordinates of the end k1 = 4, k2 = 5, and are assigned to variables xx and yy: For j = 1 To a If ma(j, 8) = 0 Then If (ma(j, 1) = ma(k, k1) And ma(j, 2) = ma(k, k2)) Then ma(j, 8) = ii: bb=bb+1 xx=ma(j,4): yy=ma(j,5) End If: End If Next j Fourth, it looks for the four lines in the selected direction. For i = 1 To 4 For j = 1 To a If ma(j, 8) = 0 Then If (ma(j, 1) = xx And ma(j, 2) = yy) Then ma(j, 8) = ii 196/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

197 bb=bb+1 xx = ma(j, 4) yy = ma(j, 5) End If : End If Next j Next i Fifth, the latter two procedures are also applied in the other direction, where k1 = 1, k2 = 2. The result of the eighth polygon edges matrix [ma] is shown in Fig. 3. Fig. 3. The lines coordinates and defined relationships to pentagon The information is recorded in a polygon matrix [mm]. The found object and cycle are recorded and checked whether the number of discovered edges bb is equal to the number of objects in the drawing: k = 0 For i = 1 To sk If mm(i, 8) = 0 Then k = k + 1 For j = 1 To 8 mm(i, j) = ma(k, j) Next j End If Next i ii = ii + 1 Loop Until bb = sk In this way all polygon edges are found and the search is performed again. Another matrix [ma] is formed with unclassified lines. The final result is given in Fig. 4. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 197/300

198 Fig. 4. The lines coordinates and defined relationships to polygons The program found all the polygons and marked all lines rows with the polygon number. There are a few lines with the same number in the last column of the matrix. 4. CONCLUSIONS The problem is solved programmatically by marking already found and undiscovered edges of a polygon. Two arrays are used. The second one changes the number of lines with command ReDim before the search cycle. Minimum coordinate values are found by the search function Minkord. The problem is solved how to select first edge of a polygon by x coordinate by forming similar points of ordered numbers vector and selecting the first number. The problem is solved how to select only the last edges of a polygon by stopping the cycle with Do Loop operator. A graphical environment and a working programming language in this environment are required for writing of such systems. For example, Visual Basic for Application programming language works with the AutoCAD environment. 5. REFERENCES 1. Sutphin J. AutoCAD 2006 VBA: Programmer s Reference. Apress, pp. 2. Sokas A. Grafikos programavimas VBA kalba. Mokomoji knyga. [Elektroninis išteklius]. Vilnius: Technika, 2006, -56 pp. (in Lithuanian) & pid=652. (in Lithuanian). 198/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

199 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia FROM LEARNING OUTCOMES TO THE TEAM OF ADVISERS 1. ABSTRACT Ants SOON 1, Aime RUUS 2 The Tartu College of the Tallinn University of Technology (TUT) tested the efficiency of applying ideas of problem and project-based learning inside the subject of Computer Graphics (2 credits) for the students of civil engineering. The project s goal was the creation of a 3D model of the main building of the college, visualisations, schedules, sun and shadow analysis and final presentation of the project. Students got good experience in working on a team, and being innovative and responsible. Teamwork gave students deep and varied knowledge and skills, in addition to the subject s learning outcomes they got the ability to work like a team of advisers. KEYWORDS: Computer Graphics, Revit, Teamwork 2. INTRODUCTION Engineering will be more and more project-based, problems more complex and teams more multidisciplinary students must have to start with teamwork as early as possible. The most important elements of the learning environment, which provide broad engineering skills, are subject, project and team. Employers hope that the graduates start active work at once rather than continuing with additional special training. 3. OVERVIEW OF THE METHODS OF LEARNING The Cone of Learning [1] was originally developed by Edgar Dale in 1946 and was intended as a visual device to describe various learning experiences. It characterises the results of passive and active learning methods, theory and practice, and takes into account that learners retain more information by what they do as opposed to what is heard, read or observed. The closer we move with our teaching methods towards the base of the cone (do the real thing), the more entrepreneurs will be satisfied with young graduates. 1 2 Dep. of Technology, Tartu College, Tallinn University of Technology, Puiestee Str.78, Tartu, EE-51008, Estonia, [email protected] Dep. of Sustainable Engineering, Tartu College, Tallinn University of Technology, Puiestee Str.78, Tartu, EE-51008, Estonia, [email protected] 199/300

200 The Engineering Education Model (EEM) was introduced in 2006 at the University of Southern Denmark in order to educate students with a distinct, outstanding profile that meets current demands. The EEM will create a motivating context (do the real thing), promote teamwork and activate the students by inspiration in problem-based and project-organised teaching [2]. Although the EEM is curriculum-oriented, many ideas and experiences were used for designing and performing the teaching activities of the CAD subject in the Tartu College of TUT presented in this publication. In January 2013 the taxonomy of significant learning was introduced in a conference in Tallinn [3]. L. Dee Fink wrote in their Self-Directed Guide to Designing Courses that students do not focus on, or understand and remember, kinds of learning, rather more often they emphasise such things as critical thinking, learning how to creatively use knowledge from the course, learning to solve realworld problems, changing the way students think about themselves and others, realising the importance of life-long learning, etc. [4]. Although the method is subject-oriented, the capabilities of successful use of the ideology of significant learning in our studies need time for elaboration and testing. 4. LEARNING OBJECTIVES AND OUTCOMES OF CAD STUDY The Autodesk Official Training Guide (Ascent) specifies the learning objectives for the first step of AutoCAD studies, and here we bring out only the first words from these sentences: understanding, using, creating, organising, inserting, adding, setting, drawing, modifying, locating, and making [5]. Unfortunately from very general studies is a long way to do the real thing and effective teamwork. The learning outcomes of the subject Computer Graphics in the Tallinn University of Technology are formulated as an Overview of the most popular CAD software and knowledge and skills for composing and editing 2D/3D drawings with AutoCAD, which is also very general. The Tartu College of the Tallinn University of Technology tested the efficiency of applying ideas of problem and project-based learning inside the subject of Computer Graphics (2 credits) for the students of civil engineering. The software environment used was Revit 2012, activities organised keeping in mind the first step towards BIM. For the specialisation of building restoration this looks like a real thing. 5. ORGANIZATION AND STRUCTURE OF THE PROJECT AND TEACHING The project s goal was the creation of the 3D model of the main building of the college, visualizations, schedules, sun and shadow analysis and final presentation of 200/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

201 the project. This very attractive house is under heritage protection, but not easy to model. The time resources for teaching were 2 hours once a week in the computer class and general discussions during the semester. Project activities were divided into 3 stages before presentation with strong deadlines. The most important requirement was that all activities have to be finished before the preliminary examination period. Timetable of the project: 1. Site, levels, walls, floors deadline 1st of March; 2. Windows, doors, roofs, stairs, decorative 3D objects, etc. deadline 1st of April; 3. Integration, schedule, visualisation, sun, lights and shadows, history, future deadline 15th of April; 4. Presentation 27th of April. Forming Groups. By project and problem-based learning students form groups themselves in the University of Southern Denmark of 4-6 students, in the Delft University of Technology 6-8 students. In case of only one subject the situation is different: for implementation of the project students formed one common group (21 students) for organising general project activities and subgroups (1-4 students) for solving various sub-problems according to difficulty and capacity of work. The project was led by one student, who checked all objects from subgroups to be correct and suitable for designing the house and organised their integration into a common project. The staff of subgroups and individual tasks of members were shared by students themselves. Assessment basis was the project 3D-model with applications and the part of every student in design. The quality of the presentation was also important. An alternative was proposed by the teacher individual exercises for students who didn t do teamwork. Fortunately this case was not needed. 6. CREATION OF THE 3D-MODEL OF HOUSE Unfortunately, over several changes of ownership, many important drawings, figures, pictures, descriptions and documents of the house have been lost and only general plans, elevations and drawings of the renovated windows and doors of the last renovation on paper could be used. The first activity for that reason was gathering and analysis of information and assessment of the minimal number of new direct measurements needed for modelling. In the absence of 3D geoinformation, 2D topological points with height values from 2D AutoCAD drawings were used by another group of students via the creation of toposurfaces a year before. The first problem under discussion was the construction structure of the exterior walls. In a house under national heritage protection no experimental drillings are possible. The key is a theoretical study of analogous houses from the same period. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 201/300

202 The solution of students is represented in Fig. 1, and the accuracy of that will be checked after the first general maintenance with opening the walls. The inner structure of walls used has no influence on visualisation, sun or shadow analyses, but energy analyses, calculations of U-values (factors) and schedules of material take-offs in the Revit 2013 environment require complete information. After precise measurement the wall sweep profiles, Revit generates the decorative cornices very easily. Fig. 1. Design and structure of exterior wall There are many different windows in this house, and therefore the creation of families for windows was one of the most labour-intensive operations of the project. The shape, dimensions and materials of windows are protected by the demands of national heritage; therefore, minimum variable construction parameters were brought into the families (Fig. 2). Fig. 2. Window s families 202/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

203 Flowers inside Gothic windows were reproduced from renovation drawings. There was an uncomfortable surprise in case of application of the renovation drawings for the biggest window on the second floor the width dimensions were so much different from reality that the students had to do this whole family again. One little mistake, unlocking a reference plane in the window family, caused by the window s hosting spreading of window components and it took a lot of time to solve this problem. An important task was the creation of various schedules with accurate data for the department of administration and maintenance. It takes much care for introduction adequate materials with required complex of properties for them. Similar methods were used by creation of brick up window family. For profiles of the decorative sweeps of heritage protected doors direct measurements were used. Revit tools make it very simple to generate the 3D models of profiled doors. Students decided to add door handles, but this element has been used quite rarely due to the very weak support from the Internet and door handles have to be custom-made (Fig. 3). Fig. 3. Door Families There are two main stairs in the house with quite complicated designs. The most difficult was not the creation of 3D models of balusters (Fig. 6), but setting up various parameters for stairs and railings (Fig. 4 and Fig. 5). It is certain that members of the stair and railing team are now very good advisers in this specific field. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 203/300

204 Fig. 4. Stairs (frontage side) Fig. 5. Stairs (inner side) Fig. 6. Balusters Fig. 7. Rainwater pipes The roof of the house has two slopes and some nonstandard approaches were used successfully and the roof looks like the real one. Modelling rainwater gutters passing across cornices (Fig. 7) required a new template to be created. The preliminary task of creating and modifying schedules was to support the department of administration and maintenance as much as possible in the creation of various schedules and documentation. Areas of glass and frames could be calculated from window schedules in various combinations of windows. This is important to estimate the expenditure of labour and costs of spring cleaning. The room schedule includes room numbers, application, floor and wall areas, volumes, etc., for all rooms, but there are possibilities for making a selection for printing, which is very flexible and fast in case of different bureaucratic demands from Mother University in Tallinn (Fig. 8). An attempt was made to create a schedule in case of real property management (maintenance). 204/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

205 Fig. 8. Room Schedule Decorative objects were located too high to perform direct measurements. Students took pictures and used scaled raster pictures in CAD and used Revit s Window template to place many analogous objects fast and accurately. Fig. 9. Decorative objects Analyses of sun and shadows were made using the location of our house and the date and time of the presentation. The audience in the assembly hall could compare the coincidence of real shadows from the sun and the artificial model visualized by the programme as in Fig. 10. The most interesting stage of modelling was visualization. The calculation capacity of our computers was quite weak for rendering and all the processes took a lot of time. Two specially upgraded computers were busy with visualisation for a whole week. Students liked attractive results and tried again and again to find a new foreshortening for an interesting picture (Fig. 11), but the generation of the video tour BALTGRAF 2013 The 12th International Conference on Engineering Graphics 205/300

206 around the house had to be stopped incompletely after 5 days and nights to go to the presentation. Fig. 10. Sun and shadows in the hall Fig. 11. Main building of Tartu College of TUT All subgroups took the floor by problems sequentially. The programme of the presentation event was built up from history and the architectural values of the house to modern times, presented using step-by-step modelling. Assessment of the project was supported by leading specialists from Estonian CAD software reselling and training firms, who were invited to take part and give their opinion and a short lecture about the modern solutions of Autodesk and of course local entrepreneurs took part in the discussion and dissemination of experience. 206/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

207 7. PROBLEMS 1. Our students have no experience in teamwork; it is hard to find a proper student who has the will to initiate the project s work. 2. The subject s capacity is too small for serious tasks. 3. Awareness, popularity and conventional usage of BIM is weak in Estonia. 4. It is hard to find a suitable building for teamwork. 5. The capacity of hardware for numerous calculations tended to be insufficient. 8. ANALYSIS AND RESULTS A big and common project instead of many small individual exercises without any influences on others, sharing and integration of knowledge and skills were worth the effort: 1. The 3D model of the main building was completed for design, documentation, visualisation, sun and shadow studies, etc. 2. Students got good experience from working in a team, being innovative and responsible. Capacious data exchange through the Internet provided valuable experience for future work. 3. Students understand the importance of discipline and their role in the team. 4. Subgroups had to solve very complex and complicated problems and mastered the problem elaborately, which gave group synergy regardless of the model. 5. Presentation to entrepreneurs and information about the project s modelling on the website increased the reputation of the college and the Revit environment. Figure 12 represents the mean time expenditure of students during the semester. Fig. 12. Expenditure of student s time for different type of activities BALTGRAF 2013 The 12th International Conference on Engineering Graphics 207/300

208 9. CONCLUSION A majority of Estonian enterprises are small, and it is almost impossible to get useful experience in teamwork and working on big projects. Teamwork inside the complicated and substantial project gave students deep and diverse knowledge and skills, and in addition to the subject s learning outcomes they got the ability to work like a team of advisers. Learning from others and teaching others brought together and motivated students towards practice. All this is the dream of employers. 10. REFERENCES 1. Dale E. Audio-Visual Methods in Teaching, 3rd ed., Holt, Rinehart & Winston, New York, The Engineering Education Model of the University of Southern Denmark og%20strategi/DSMI_eng.pdf. 3. Tähenduslik õppimine: kuidas muuta õppe kvaliteeti ja kvantiteeti? Õpetajate leht. [access Feb 1, 2013]. (in Estonian). 4. L. Dee Fink. A Self-Directed Guide to Designing Courses for Significant Learning, pp. Directed-Guide-to-Designing-Courses-for-Significant-Learning. [access Feb 1, 2013]. 5. AutoCAD/AutoCAD LT Fundamentals. Part 1. Students Guide. Autodesk Official Training Guide. ASCENT, May /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

209 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia OPTIMIZATION OF TEACHING OF ENGINEERING GRAPHICS SUBJECTS IN RIGA TECHNICAL UNIVERSITY 1. ABSTRACT Veronika STROZEVA 1, Zoja VEIDE 2 The lack of lecture hours in the curriculum of the subject requires students to study the theoretical material independently; it s difficult for understanding of and skills mastering of the graphical subjects. In given article the example of interactive multimedia theoretical and instructional applications for study of compulsory subject Descriptive Geometry and Engineering Graphics and for free choice subjects Interactive Computer Graphics and Computer Aided Design for first and second year students of the Riga Technical University (RTU) are presented. The multimedia lectures will facilitate the understanding of difficult themes of subject Descriptive Geometry and Engineering Graphics resulting in improved student learning. KEYWORDS: Engineering Graphics, Interactive Multimedia Materials, CAD 2. INTRODUCTION In recent years, the possibilities for distance teaching have increased tremendously. The widespread availability of the Internet and the ever increasing bandwidth for telephone lines has allowed the use of rich media even over long distances. In teaching, it is vital to use many different forms of information and knowledge storage and retrieval methods, as students bring their own preferences for knowledge gathering and storing. In addition, one should exploit the various ways of getting the knowledge across in old fashioned class room type settings [1]. Current advances in information and communication technologies (ICT) have spurred the need to incorporate higher levels of technology into university classrooms. Educators use technological advances as powerful pedagogical tools not only to present a plethora of information on a specific topic, but also to incorporate material that is not available in print or that require synthesis from multiple resources [2]. Hence, computer-assisted learning has become popular in educational settings, having revolutionised the higher education sector. More specifically, the use of video, 1 2 Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] 209/300

210 video streams or video-web communication has spanned the educational curriculum in a range of fields such as mathematics science, language and others [3]. Even from the students perspective, studies have shown that video can be a more effective medium than text to enhance their satisfaction and motivation during the learning process [4]. Video lectures are CD and web viewable files that present lecture materials and narrative instruction from a course s instructor [5]. They are used as additions to classroom lectures and are not recordings of classroom lectures. In these lectures, the instructor uses Microsoft Office content files, narrative instruction, and screen writing with the keyboard and mouse pointer to deliver the lecture. Video lectures serve major strategic purposes. First, they give additional teaching time to students who cannot fully understand the course material through the classroom lectures and support materials such as the textbook. Students can view and study the instructor s lectures as often as they wish until they understand material. This study resource is particularly important in teaching a broad spectrum of students. Second, video lectures allow classroom coverage of more complex and challenging subject material that is more interesting to many students. The first motivation for doing this video material was the conclusions that we have made in our article Moodle learning system in education process of Riga Technical University students in the learning process more active use of video materials in Moodle learning system at ORTUS portal of RTU [6]. The second motivation was lack of classroom lecture time for the subject of Descriptive Geometry and Engineering Graphics. The curriculum of the subject provides learning hours to practical and laboratory training. The first year students have the deficiency of basic pre-theoretical knowledge of geometry and, as a consequence, they have difficulty in the independent study of the theoretical material. Under experience of our work we should note that the readiness of students to practical training is not satisfactory. On practical lessons it is necessary to spend a lot of time to explain the theoretical material, which reduces the effectiveness of the training. The video lectures creating will be especially helpful for the themes of free choice subjects, such as an Interactive Computer Graphic and Computer Aided Design, because attending classes on these subjects for the second year students is optional. This paper describes an experience into preparation and using the video material for learning Department of Computer Aided Engineering Graphics courses. 3. VIDEO MATERIAL CREATING Video lectures help to achieve important educational goals of learning improvement and retention for students most at risk of failure. Video lectures make the lectures in the beginning of the semester available for study at the end of the semester in preparation for the final exam. Video lectures support a comprehensive teaching strategy. This strategy enables improved performance for weaker students, a 210/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

211 stronger curriculum, and more classroom time spent on the active learning. In addition, video lectures are used as supplements to classroom lectures. Video lectures are feasible for the average non-it instructor s use. Using a personal computer, an instructor can create them quickly and easily. They are not recordings of classroom lectures but cover lecture material as screen displays of content files with audio lecture added. They can be produced before a course begins or developed as it progresses. We used both approaches, distributing videos for the entire course s coverage at the beginning of the semester, and then preparing a new video if needed to go over more slowly and extensively difficulties students are having with subject material. Video lectures are Windows Media video files (wmv) created using Camtasia Studio 8, Microsoft Office, AutoCAD and ArchiCAD software. Camtasia gives you the tools you need to truly customize and edit your videos. Record on-screen activity, add imported media, create interactive content, and share high-quality, HD videos that viewers can watch anytime, on nearly any device. Camtasia Studio add-in for PowerPoint requires PowerPoint 2007 or The encoding software captures screens from data files containing the materials used in classroom lectures and narrative audio from a microphone connected to the computer. They can be produced in the instructor s office or home, with no special set up required. In each video, the instructor navigates to display a topic-content file and delivers the audio lecture using the microphone. Chalkboard writing is simulated by using the keyboard and callouts tools to write comments and highlight information on the screen (Fig. 1). Exploitation of highlighting by the cursor effect and the zoom and pan options of Camtasia software are an alternative and quick route to focus students attention on more important steps of our lecture and still retain the sense of the instructor's words bound to a chalkboard type action (Fig. 2). This development of topics has the feel of a live lecture, although it is no live classroom video. A key objective is to shorten the playing time in order to avoid student loss of interest. The lectures will help students acquire the skills solving the following tasks: 1. Orthographic projection construction of a point, line and plane by the given coordinates; 2. Axonometric projections; 3. The determination of the line of intersection of the surface and a plane; 4. Section and sectional views; 5. Dimensioning principles; 6. Screw threads and conventional representations. Also, we created video materials which offer a series of exercises to help the students learn the 2D drawing techniques and 3D models creating of AutoCAD. Video materials for ArchiCAD software are composed of a series of easy to use training guides that help users learn by doing. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 211/300

212 Fig. 1. Video lecture creation on the theme Orthographic projection of points, lines and planes Fig. 2. ArchiCAD video lecture creation 212/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

213 5. CONCLUSIONS The multimedia lectures are appeal to many students in the modern media culture, where the medium of information delivery may improve study effectiveness and learning. In this study, video lectures are designed to graphical subjects with more time spent on step-by-step explanations of the methods of tasks solving. Students can study video lectures at a time and locations of their choice, when they may be better able to concentrate and focus on the subject material. Video lectures allow pauses and repetition until sections of the material are learned that facilitate the understanding of subject Descriptive Geometry and Engineering Graphics as a result it improves of effectiveness of the training. In other view when physically attending a live lecture, the lecturer can convey their enthusiasm for the subject, thus grabbing the students attention. Additionally, the viewer is less forgiving of the lecturer s minor mistakes and audience disruptions when watching the recording. Students don t have possibilities to ask questions during video lecture viewing. A direction for future research is to investigate how video lectures may strengthen or broaden teaching strategies, to evaluate the students feedback and influence of the video use to final results of the course. 6. REFERENCES 1. Brecht H. D., Ogilby S. M. Enabling a Comprehensive Teaching Strategy: Video Lectures. Journal of Information Technology Education, 2008, p Panagiota N-S., Christos N. Evaluating the Impact of Video-based versus Traditional Lectures on Student Learning. Educational Research, 2010, 1, (8), p Robert I. V. Modern Information Technologies in Education: Teaching Issues; Prospects of Implementation. Moscow: IIO RAO, pp. (in Russian). 4. Choi H. J., Johnson S. D. The Effect of Context-based Video Instruction on Learning and Motivation in Online Courses. The American Journal of Distance Education, 2005, 19, (4), p Bennett E. Are Videoed Lectures an Effective Teaching Tool? ve%20teaching%20tool.pdf. 6. Veide Z., Stroževa V., Dobelis M. Moodle Learning System in Education Process of Riga Technical University. The Interdepartmental Collection of Proceedings of the 8th Crimean International Scientific-Practical Conference Geometrical and Computer Simulation: Safe-Energy, Ecology, Design. SED-11, 2011, p BALTGRAF 2013 The 12th International Conference on Engineering Graphics 213/300

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215 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ARCHITECTURAL FORM AND BUILDING MATERIAL OF SUSPENSION AND CABLE-STAYED BRIDGES VISUALIZATION OF GEOMETRICAL STRUCTURE 1. ABSTRACT Jolanta TOFIL 1, Anita PAWLAK-JAKUBOWSKA 2 The paper discusses motives and inspirations behind the search for modern architectural forms of suspended and cable-stayed bridges. Novel constructions and materials as well as new functional tasks form the main motivation of such actions. It is the domain of geometry as a source of structural forms which has been indicated as inspiring and facilitating the discovery of shapes of those buildings. Together with the presentation of design examples and visualization, values of bridges composition of cable stayed type have been presented which are attributed to force expression and shapes dynamics and these in turn decide on artistic character of architecture. KEYWORDS: Architectural Form, String Construction, 3D Visualization, CAD 2. INTRODUCTION Mario Salvadori states that structure can exist without architecture, giving machines as examples but architecture cannot exist without structure. The idea of bearing structure creates the constructional form of a building. The character of cooperation between bearing elements results in its static advantages. The form of bridges string constructions results from a suitable play of forces supported on a set of pylons or arches and cables and lines, which together carry gangways and at the same time allow to solve problems of span, height and width. The form of bridges string construction which aims at proper static of a building, inspires the structural form which is seen as particular kind of piece of art of designing and architectural composing. Construction elements included in architectural order of things inspire the form of objects of string structure and determine relations with the environment. 1 2 Silesian University of Technology, Geometry and Engineering Graphics Centre, Krzywoustego 7 Street, Gliwice, Poland, [email protected] Silesian University of Technology, Geometry and Engineering Graphics Centre, Krzywoustego 7 Street, Gliwice, Poland, [email protected] 215/300

216 3. RESEARCH PART DESIGN EXAMPLES 3.1 East Bridge over Great Belt [13] Rail and road crossing over the Great Belt consists essentially of two parts: the western bridge linking the islands Dual and Sprogø, of m length, east connection from Sprogø to Zealand, realized by a bridge of m length and a rail tunnel of 8,024 m length (running at the bottom of the sea). From Danish vast plains stretching around the Great Belt, the majesty of East Bridge looks great already from a distance. Danish bridge was created as a part of one of Europe's largest engineering projects of modern times, a permanent connection, including highway and railway line between the Halsskov in Zealand and Knudshoved in Fioni, bridging the obstacle of the 18 km wide Great Belt straits. The connection has closed the gap which has long been hindering road and railway communications within the Danish state. Around the middle of the Great Belt, Sprogø Island is located. From Funen and Zealand it is separated by almost the same distance, but the passage of vessels mainly goes along the Eastern Channel. Therefore, it was decided that the highway should cross east canal, running over a high suspension bridge, whose span would allow smooth, safe navigation, while over the Western Channel it was enough to build a relatively low bridge 3. The railroad tunnel goes over Eastern Channel 4, whereas Western one runs parallel to the highway along a low bridge. Eastern Bridge (Great Belt East) in terms of size, belongs to one of the leading world record holders of suspension bridges, its total length is 2,694 m, including the main span measuring 1,624 m. Side spans are symmetrical and each of them has a span of 535 m. Its construction began at the end of 1991, after completion of a threeyear research and development phase of the project, it was finished in Western Bridge its construction began in the summer of This is low bridge because the clearance above sea level is only 18 meters. The object was made of prestressed concrete of prefabricated parts, which applies to both supports and spans. The supports were made in such a way that the prefabricated caissons were guided to destination (after preparing the ground) and were deposited at the bottom. Pedestals pillars of road and rail span were mounted on the caissons. Box-section spans were made as prefabricated parts from prestressed concrete. The distance between the road and rail bridge is 1.36 m. Railway tunnel 8024 m long, connects the island of Zealand Sprogø to Korsoru. The construction of the tunnel in this section was determined by the east bridge height. Due to the very large drops, which would the train have to overcome it is located 65 m above the sea level. The tunnel is routed in marl layer showing numerous cracks, causing leaks, and therefore many problems. It consists of two circular structures with a diameter of 8.50 m, made parallel to each other, at a distance of m (axial distance of 25 m). Every 250 m the two tunnels are connected to a transverse tunnel serving as a technical passage of 4.50 m internal diameter, in total there are 31 of them. The housing of the tunnel is made of reinforced concrete covered with a suitable prefabricated insulation. 216/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

217 Almost in every respect the task facing the builders was huge. In addition to the suspension bridge project involved creating 23 flyover spans 14 on the east, and 9 on the west of the suspension bridge. East Bridge consists of concrete parts caissons, piers and pylons and steel parts carrying ropes and girders. Trapezoidal concrete pylons have a height of 254 m above the sea level and form the highest points in Denmark. In spite of the unusual height they look slender. The pylons have a simple frame shape with a sharp outline. Each pylon is divided into two equal parts with a narrow horizontal beam in the middle. Classic design of a suspension bridge requires that the main cables are anchored deep within large blocks at the ends of the side spans. With this bridge a lot of effort was put into improving the shape of the anchor blocks, which in the existing bridges have had structures often so massive that they unnecessarily dominated the rest of the building. This time, the architects broke up the block into separate elements triangular parts for anchoring cables and a pillar supporting vertical pole end of the flyover. The result is surprisingly lightweight design, if we take into account the forces which it must withstand due to the tension of two main ropes. The two main cables of the Eastern Bridge were built on the site, using wellknown methods of aerial twisting of ropes, used since the construction of the Brooklyn Bridge in New York. These 85 cm thick, heavy cables are lifted by the pylons, and, as mentioned above, are stabilized by anchor blocks. Vertical lines (suspensions) were lowered from the main cables and steel trapezoidal girders of aerodynamic shape were fastened to their ends. In the construction of the Great Belt Bridge the combined effort of architects and engineers has resulted in a unique piece which created one of the most elegant bridges in the world clear and deceptively lightweight, which is the real proof of the truth of the principles governing the suspension bridges. 3.2 The Brigde Over Sund Strait (Oresund) [2] Even in the early twenty-first century it is rare that two independent nations are connected by a bridge. The crossing of 16.4 km length over the Strait of the Sund has been planned as a road and railway tract. It connects the Danish city of Copenhagen with the Swedish Malmö. The project started in March The first car went by the tunnel in March 1999, and in December of that year the first railway track was completed between Malmö and Copenhagen. The area on both sides of the strait, which is the bustling marine area, is densely populated. Above we can see aircrafts flying to and from Kastrup Airport in Copenhagen. Therefore, the bridge is visually dominant object of both land, sea, and air and the aesthetic aspects played an important role in its design. The crossing has been divided into separate projects: a tunnel of 3,750 m length below the channel Drogden (running from the airport in Copenhagen on Zealand to a new artificial island), an artificial double island Peberholm of 4,210 m length, west BALTGRAF 2013 The 12th International Conference on Engineering Graphics 217/300

218 access road bridge 3,014 meters long, the main bridge of 1,092 m length, with clearance of about 60 m, and the eastern access road bridge 3,739 meters long. On the July 1, 2000, Queen Margret II of Denmark and King Carl Gustav XVI of Sweden officially opened the longest bridge in Europe. It is also the record holder in another respect, namely, the main span is the longest bridge in the world carrying the suspended structures for cars and rail. The crossing in total of 16 km consists of an undersea tunnel, an artificial island on which the tunnel emerges to the surface, and km long bridge, of the beam structure with the main part of the suspended structures based on giant concrete supports. The structure inspires but it was not placed as a decoration, but a place where vessels can sail easily to the Baltic Sea. Western bridge of over 3 km length consists of 4 spans of 120 m each, in the part directly east of artificial islands, and 18 spans of 140 m in the direction of Malmö. The last of them, directly adjacent to the main suspension bridge visually dominates over the rest. Navigable span of the object has a span of 490 m. It was suspended to a pair of the 204 m high, tapering, concrete, free-standing columns pylons. No clamping bolts above the road were used, only a single beam fastening below the deck, almost as its support. The pylons are cross-sectional shape of a regular hexagon in which two adjacent sides were cut, setting them from this side to the platform. Bilateral side spans are 160 and 141 m. Farther east (between the main bridge and Malmö) East Bridge access road bridge extends with the length of nearly 3.8 km. There are further 24 spans of 140 m and finally 3 end spans of 120 m on the Swedish coast. 5 Construction of the facility was a relatively simple task for Oresundskonsortiert (company belonging to the two governments Danish and Swedish), Aso Group and contractors who have carried out work. At no point crossing the Øresund strait is it very deep or exposed to extreme weather conditions. In addition, the bed of the strait where the support, was to be placed does not meet any particular difficulties. However, preparing the ground for the submerged sections of the tunnel was undoubtedly a huge challenge. Øresund Strait is one of the main water connections between almost completely enclosed Baltic Sea and the open waters of the sea to the west and north. It is used not only by numerous ships, but also provides fresh oxygen and salts necessary for marine organisms living in the waters of the Baltic Sea. One of the key design requirements was to ensure the highest integrity of the structure of the strait, and no changes in the level of pollution, as far as feasible. Therefore the necessary studies 5 All the spans: access ones as well as of the main bridge were designed similarly as the steel trusses 10.2 m high and 15 m wide, with a reinforced concrete deck of 23.5 m width for road vehicles and railway bridge inside the span, based on slender concrete pillars. The truss span was designed to minimize the strobe effect experienced by passengers traveling by train in the interior of the span system. Skew elements connect upper and lower bridge at regular 20-meter intervals. However, within the main bridge, in order to obtain a favorable aesthetic effect, the angle of the setting has been adjusted to the direction of the axis of suspension cables. 218/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

219 and impact assessments of the environmental object had been made before the works started in In May 2003, the building received an international award IABSE. The judges drew attention to innovative design solution (design was made by a consortium of ATS Group, the main share of Ove Arup & Partners), a beautiful design, construction management as well as its compliance with the project schedule, adopted budget and taking into account the requirements of the natural environment protection. Fig. 1, 2. Great Belt East Bridge [photo J.Tofil] and Oresund Bridge [ 4. THEORETICAL PART CONSTRUCTION, MATERIALS AND FUNCTION Awareness of the existence of gravity, and the need to combat it has always been a motivation to seek solutions in which the idea of static and appropriately chosen material defies the duration of a given structure. Regardless of beliefs, preferred style or style in architecture, design and form of the building remain in indissoluble union. Sigfried Giedion points out to the specific nature of this relationship in the history of the building: in the nineteenth century structure expressed the desire that was subconscious in architects minds [4, p. 10]. These desires were fulfilled the earliest during the implementation of suspension bridges. Enhanced technology of steel production was used in the manufacturing of ropes and made these basic elements of the superstructure an unexpectedly strong. America overtook Europe in these experiments. In 1798, the suspension bridge resting on the ropes was built in Pennsylvania, and in 1824, near Tournon in France [4, p. 206]. The then adopted principle of transferring the load on uniform, flexible steel cables running along the structure, even today, is the basis for the construction of the most daring bridges all over world. Today, knowledge of construction, including the string structures is based on new calculation methods which verify and confirm the intuitive static ideas. The components are treated in the calculation as linear elements, and the forces assigned to them should work in precisely determined directions. Technological innovations BALTGRAF 2013 The 12th International Conference on Engineering Graphics 219/300

220 make it easy to modify the methods and means of implementation. They enable standardization and prefabrication of components, which in practice leads to the precise assembly on site. Economic aspects and time are without significance here. All of these actions are aided by computer. It allows to perform quickly any complex computing or design operations. It also allows us to select options of static assumptions: decrease in weight, increase of rigidity and stability of the structure. Computer images show the characteristic features of things before they are implemented. [8, p. 44] Without the brave pioneering experience from the nineteenth century, the appropriate correction would not be possible. They also would not have been possible without the continuous improvement of technology of building materials. Advances in this area meant that steel and reinforced concrete have found a permanent place in the daily construction and designs of suspension and cable stayed bridges could not do without them. Steel is used in suspension bridge elements: the main load-bearing ropes, hangers, lattice pylons, piers and in cable-stayed bridges in stay ropes. In the case of concrete its strength properties and values are to form sculptural shapes of pylons. It was concrete which made the pylons of the bridge in Seville and in Usti over Laba look more like sculptures set in an urban landscape than the elements of the supporting structure. Definitely, the concrete is the material constructing the geometrical structure of an object. History of concrete as a material used for the construction of buildings dates back to the second century AD, when the dome of the Pantheon was built, which was cast entirely of concrete. However, the real development of this material was several hundred years later, namely, in the nineteenth century. Initially, this concrete had little compressive strength and a concrete mix consisted predominantly of Portland cement, aggregate and water. In later years, its composition was modified by adding additives which significantly improved its properties. Transformation of this material over the past few decades led to the situation that we now have the ability to create new forms of objects with large dimensions and phenomenal strength. Among the many varieties of concrete the author has decided to draw special attention to the two types of material, a high performance concrete and reactive concrete. The specific properties of both of them make it very interesting in terms of their creation and incorporation in places difficult to reach or for special purposes. A high performance concrete (HPC), and a very high performance concrete are generally used in large-size projects. They are ideally suited for the use in civil engineering, to erect bridges, overpasses, tunnels, platforms, parking lots or ground support elements in the so-called high-rise buildings skyscrapers. Increasingly, they are used in underground construction, especially for the ventilation housing and mining shafts. They often have very interesting shape and form. Looking at these design examples we can say that the material is very well suited for installation in a variety of objects ranging from big heights and large spans 220/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

221 to those of great measures of dimensions. In addition, they fulfil the task, creating a varied geometry of an object. The need to meet new functional requirements provoked exceeding the existing span of objects. It turned out that the boundaries that until recently seemed to be the limit for the construction of bridges were easily crossed due to suspension string structures. [12, p. 289] This type of construction, being both the mean and the aim in itself becomes a starting point for other space management. In practice of engineering design of bridges, the span is the starting point and it remains a key criterion in the search for solutions. The principles of static string constructions turn out to be extremely useful for this particular purpose. It was due to functional motivations that in the world transferred by man architecture appeared at such a surprising scale. This was made possible thanks to the tensioning structure, which expanded repertoire of forms used in the architectural composition. 5. CONCLUSIONS PART SUMMARY 5.1 Computer Technology as a Tool for the Development of Geometric Shapes of Suspension and Cable Stayed Bridges Computer techniques generate dynamic growth in every area of life. Prominent aspect concerns the spatial geometric modelling. We can observe its boom that can be seen for example in the implementation of cinematographic pictures or creating computer games. There is a wide range of programs for 3D modelling. This type of tool can not only be used to perform visualization but also to create a simulation of mechanical objects that vary in time. Thus, by using these programs it is possible to connect the geometry of shape to the architectural and construction dimension. Architectural modelling of such objects consists on representing them in a virtual space which representation of a real space which is the environment in which they are to be realized. It is a very useful tool for an architect, which as early as at the stage of a computer model can predict how the building fit in with the surrounding landscape. This allows multiple changing of the decision on the form of geometric shapes of individual elements or the entire body of the object. Nowadays, we are witnessing a kind of competition in architectural realizations. The newly established projects are bigger, have better construction and technology than their predecessors. The use of computer is a very stimulating action for imagination and thus drives the creative development. For designers and engineers a design implemented in a computer program for 3D modelling is a valuable source of information. The object can be designed to carry out a detailed analysis of the operation using a specific span or using different types of material. This approach allows to make the most optimal decision. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 221/300

222 5.2 Creative Computer Visualization Fig. 3, 4. Visualization of Great Belt East Bridge and Oresund Bridge 6. REFERENCES 1. Biliszczuk J. Mosty podwieszone. Projektowanie i realizacja. Wydawnictwo Arkady, Warszawa, (in Polish). 2. Biliszczuk J. Stryjecka M. Scandinavian Communication Link. Engineering and Construction, No. 9, Czepiel J. AutoCAD: ćwiczenia praktyczne 3D. Wydawnictwo Politechniki Śląskiej, Gliwice, (in Polish). 4. Giedion S. Przestrzeń, czas i architektura. Narodziny nowej tradycji. Warszawa, (in Polish). 5. Harbeson P. Architecture in Bridge Design. Bridge Aesthetic Around the World. Transportation Research Board, National Research Council, Washington, Jarominiak A. Mosty podwieszone. Oficyna Wydawnicza Politechniki Rzeszowskiej, Rzeszów (in Polish). 7. Jaskulski A. AutoCAD 2013/LT 2013/WT+: kurs projektowania parametrycznego i nieparametrycznego 2D i 3D. Wydawnictwo Naukowe PWN, Warszawa, (in Polish). 8. Jodidio P. Nowe formy. Architektura lat dziewięćdziesiątych XX wieku, translation: Motak M., Warszawa, (in Polish). 9. Murdock K. L. 3ds Max Biblia. Wydawnictwo Helion, Gliwice, (in Polish). 10. Pałkowski Sz. Konstrukcje cięgnowe. Warszawa, (in Polish). 11. Salwadori M. Siła architektury. Dlaczego budynki stoją. Wydawnictwo MURATOR, Warszawa, (in Polish). 12. Szczerbanowski R. Narzędzia wizualizacji. AutoCAD 2013 PL. Wydawnictwo Politechniki Łódzkiej, Łódź, (in Polish) /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

223 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia SYMBOLS USED TO DEFINE A PROJECTION METHOD AND A CARTESIAN COORDINATE SYSTEM FOR A THREE-DIMENSIONAL SPACE 1. ABSTRACT Antanas VANSEVICIUS 1 The important task becomes not the creation of the drawing but the interpretation of the drawing. So using correct fundamentals for the projection method is cornerstone. Arrangement of the front and the left side views is regulated by graphical symbols for the indication of a projection method according to ISO :2001(E). Still we can find different examples of symbols used to define a projection method when arrangement of the front and the right side views is regulated. What does this difference in accordance to a Cartesian coordinate system for a three-dimensional space mean? It means to place an object into different octants. In the first case the object will be placed into the first octant (first angle method) or the seventh octant (third angle method). In the second case the object will be placed into the fifth octant (first angle method) or the third octant (third angle method). I have been interested in this problem for quite some time. In my opinion it is best for a multiview drawing to place the object into the first octant. I would like to invite colleagues for a discussion about the possibility of using the same projection method or clearly defining in which octants the objects must be placed. KEYWORDS: Projection Method, Graphical Symbol, Cartesian Coordinate System 2. INTRODUCTION A modern computer technology level allows you to create drawings quickly and efficiently but it is becoming a serious problem in the understanding of the drawings. At ADDA (American Design Drafting Association) Technical Training Conference at 2007 it was said: We can make drawings faster than ever but what good is it if you cannot read it [1]. Today I want to ask the others: We can make drawings faster than ever but what good is it if we still do not have uniform rules for the interpretation of projections? Engineering drawings should be unambiguous and clear. For any part of a component there must be only one interpretation. Drawings need to conform to 1 Institute of Hydraulic Constructional Engineering, Aleksandras Stulginskis University, Universiteto , Akademija, Kauno raj., LT-53361, Lithuania, [email protected] 223/300

224 standards. The 'highest' standards are the ISO ones that are applicable worldwide [2]. Prior to the commencement of the drawing it is important to know what projection method was used in its creation the first angle or the third angle. To identify which method of projection was used for drawing creation as graphical symbols according to ISO :2001(E), front and left side views of a truncated cone is used. We can find different examples of symbols used to define a projection method when arrangement of the front and the right side views is regulated (for example: 3. TWO PROJECTION PLANES SYSTEM Due to the two planes system everything is clear, but with different approaches to the superposition of the planes the horizontal with the frontal (Fig. 1a) or the frontal with the horizontal (Fig. 1b). In any case, views from the front and above the position order will be the same. From the scheme we can see why the object can be placed only in the first or the third quadrant. If parts were to be placed in the second and fourth quadrant, the views projected onto the faces when opened out would be incoherent and invalid because they cannot be projected from one another. It is for this reason that there is no such thing as a second angle projection or a fourth angle projection [2]. Fig. 1. Two projection planes system 224/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

225 Also a different planes aerial orientation is used (Fig. 2 a, b). Fig. 2. Planes aerial orientation This situation must be regulated by the graphical symbol for the projection method, but it indicates the arrangement of the projections onto vertical planes. To find the answer to this question we need to study the three projection planes system. 4. CARTESIAN COORDINATE SYSTEM FOR A THREE-DIMENSIONAL SPACE When looking into the three projection planes system, we have to think about in what octant of a space an object is placed (Fig. 3). From the two projection planes system, it is clear that the object cannot be placed in the second and the sixth, the fourth and the eighth octants. Fig. 3. Cartesian coordinate system for a three-dimensional space BALTGRAF 2013 The 12th International Conference on Engineering Graphics 225/300

226 Thus, according to the system of three projection planes, only two combinations are available the first and the seventh octants, or the fifth and the third octants. Arrangement of the front and left side views is regulated by graphical symbols for the indication of a projection method according to ISO :2001(E). According to these symbols, we see that the object can be placed into the first octant (first angle method a) or the seventh octant (third angle method b) (Fig. 4). Fig. 4. Graphical symbols for the indication of a projection method according to ISO Still we can find different examples of symbols used to define a projection method when arrangement of the front and the right side views is regulated [3]. In this case the object will be placed into the fifth octant (first angle method) or the third octant (third angle method) (Fig. 5). Fig. 5. Graphical symbols for the indication of a projection method according to [3] 226/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

227 5. ADVANTAGES AND DISADVANTAGES OF THE FIRST AND THE THIRD ANGLE PROJECTION METHODS I have been interested in this problem for some time now. In my opinion these methods have their own advantages and disadvantages. Table 1: Advantages and disadvantages of the first and the third angle projection methods Advantages First angle method Disadvantages Ideal match up to the rule of thirds [4] At the best place the most informative the front view [4] Object aerial orientation is not compatible to the normal reading order the left-to-right direction Third angle method Object aerial orientation is compatible to the normal reading order If in the first angle projection method the object is placed in the first octant, then by the third angle method it cannot be placed in the third octant [5] Irrational views arrangement in accordance to the rule of thirds [4] At the best place top view [4] In my opinion it is best for a multiview drawing to place the object into the first octant. 6. CONCLUSIONS After more than two hundred years after Gaspard Monge we still have no uniform rules for the interpretation of projections. For more clear understanding of this problem the Cartesian coordinate system for a three-dimensional space must be used. I invite my colleagues for a discussion about the possibility of using the same projection method (I suggest to place the object into the first octant) or clearly defining in which octants the objects must be placed. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 227/300

228 7. REFERENCES 1. Automated Drawing Creation. ADDA Technical Training Conference: Illustrating the Future, April 16-19, Available from: pdf. 2. Griffiths B. Engineering Drawing for Manufacture, Elsevier Science & Technology Books, pp. 3. Engineering Drawing. Encyclopedia. Available from: 4. Vansevičius A. Viewing of Graphical Information. The Journal of Polish Society for Geometry and Engineering Graphics. 2010, 20, p Available from: 5. Vansevičius A. Imprecisions in First-angle or Third-angle Projection Using/ Proceedings of Conference Geometry and Graphics, Ustron June, 2009, Silesian University of Technology, p Available from: 228/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

229 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia EFFECT OF AUGMENTED REALITY TECHNOLOGY ON SPATIAL SKILLS OF STUDENTS 1. ABSTRACT Zoja VEIDE 1, Veronika STROZEVA 2 Spatial skills are one of the factors of human intelligence structure. Development of spatial skills in students is critically important for understanding the contents of engineering graphics subjects. The aim of this study was to test an Augmented Reality (AR) based applications that could influence on spatial ability of first year students from Riga Technical University (RTU). A pre- and post-test was employed using two intact classes of students which studied Descriptive Geometry and Engineering Graphics subject. The treatment group learnt this subject carrying out additional tasks of didactic AR based toolkit with aim to develop spatial skills during their course, while the control group had their regular course. KEYWORDS: Spatial Skills, Augmented Reality, Descriptive Geometry, Engineering Graphics 2. INTRODUCTION Spatial abilities refer to, in general, a collection of cognitive, perceptual, and visualization skills. While lists may differ, substantial agreement exists that spatial abilities involve [1]: the ability to visualize mental rotation of objects; the ability to understand how objects appear in different positions; the skill to conceptualize how objects relate to each other in space; three-dimensional (3D) understanding. Engineering Graphics, Descriptive Geometry and its applications require advanced abilities of visualization. Spatial visualization abilities are essential qualities for engineers, important to success in scientific and technical fields, this multi-faceted ability helps engineers to conceptualize links between reality and the abstract model of that reality. In our daily lives, graphical communication is becoming increasingly important through the emergence of computer graphics and multimedia applications. Spatial abilities are especially important for student s 1 2 Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] 229/300

230 success in some engineering related subjects such as calculus, mathematics, engineering drawing and computer-aided design and for solving geometric problems. Therefore, a better understanding of this ability should be potentially beneficial to the engineering education and profession. Spatial ability is something that cannot be taught but it should rather be trained and that training is the only way for its development and improvement. Training tools, methodologies, and curricula are covered in the following reports: importance of traditional graphics courses (sketching activities, orthographic projection, isometric drawing) for improvement spatial skills [2-5]; description and presentation of research results on the effectiveness of learning support tools erefer and ecigro, developed in response to the implementation of the Bologna Declaration in 1999, in the development of spatial visualization, freehand sketching, and orthographic view generation skills [6]; the use of handheld mechanical dissection manipulative by students during lectures and exercises leads to increased scores on the Mental Rotations test (MRT) [7]; gaining and reinforcing expertise in 3D CAD modelling provides enhanced result on tests of spatial reasoning skills [8-12]; usability validation of AR based application for development of spatial skills of engineering students [13-14]. Interventions do not necessarily need to be computerbased to be effective; technical drawing, 3D modelling with craft materials, and drafting activities have been shown to help develop and improve spatial abilities [6, 8, 15-16]. These studies serve as a reminder that effective interventions can also be low-cost and accessible, an important point to practitioners operating in limited resources environments. Currently in RTU there is a tendency towards the progressive reduction of teaching hours dedicated to subjects related to engineering graphics. This in turn is leading to a reduction in theoretical and practical contents, and the presentation of some topics in a very condensed form. This situation may generate problems in the process in which students develop their spatial skills. As teachers we realize which difficulties have first year engineering students while learning Descriptive Geometry and Engineering Graphics because of the low level of their spatial ability and we feel the need of creating tools and methodologies for improving that ability. In this study our experience in use of didactic toolkit AR-DEHAES for development of spatial ability of first year students of RTU is described. This AR based toolkit has been developed at the University of La Laguna in Spain [14]. AR can be defined as integration of virtual elements in a real environment. Teachers of University of La Laguna regarded AR as an attractive technology which offers the necessary tools for creation of attractive teaching contents and development of spatial skills. 230/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

231 3. METHODS For performing training just one standard PC and a webcam are required. Student will visualize virtual elements in the monitor. The AR-DEHAES toolkit is composed by: a software application and an augmented book [14]. An augmented book contains questions and exercises to be solved by the students and provides fiducial markers of virtual three dimensional objects. The application requires accurate position and orientation tracking in order to register virtual elements in the real world and so there a marker-based method is used (a marker is a black square containing symbols). Therefore, the program requires a camera to capture the real world. When the main marker is picked up by the camera, the integration of the real world with the 3D virtual model is shown on the screen. For recognising of virtual objects the marker, which is placed with definite exercise, is used. The students can turn, move or bring the main marker to the webcam being able to see different perspectives of the virtual model and complementary information for exercise resolution. Didactic material is structured on five levels, each one containing several kinds of exercises (identifying of surfaces and vertexes on both orthographic and axonometric views; construction of orthographic views of the virtual three dimensional models; identification of spatial relationship between objects; selection of the minimum number of views for definition of an object; sketch a missing orthographic view knowing two orthographic views of a model; sketching of all orthographic views). Students can visualize the three-dimensional model in AR and they can check if their freehand sketches match the three-dimensional virtual models which they are viewing (Fig. 1). Fig. 1. AR-DEHAES toolkit in working process It s intended that students performs AR-DEHAES trainings at their own home as no teacher is needed. In first briefing with student, they were updated about the aim and need of taking the training as well as obligation of submitting back to the teacher the training s notebook with all solved exercises when it s finished as guarantee that they have completed it. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 231/300

232 Forty eight freshman students (thirty three females and fifteen males) working on an engineering degree at the RTU participated in this study using AR-DEHAES toolkit. The majority of students were between 19 and 21 years old. Only two percent had previously studied subjects related to engineering graphics at secondary school. All students were full-time students and considered themselves to have difficulties with spatial abilities. The target is that students who performed exercises of didactic toolkit AR-DEHAES will improve their spatial abilities so it will help them for a better understanding of the contents of the Engineering Graphics subject. For checking of training effectiveness in the development of spatial ability of students we had 24 first year mechanical engineering students which studied Descriptive Geometry and Engineering Graphics subject and improve spatial skills traditionally (sketching activities, orthographic projection, isometric drawing). The study was performed during the second semester of the academic year 2011/12; at the time of taking part in the experience these students had attended Descriptive Geometry and Engineering Graphics class in their degree courses. Spatial abilities of engineering students were measured before and after training through Mental Rotation Test (MRT). 4. RESULTS AND DISCUSSION As stated previously, the study was carried out with 48 engineering students who learnt Descriptive Geometry and Engineering Graphics subject and performed AR-training and with control group mechanical engineering students having their regular course at the second semester of the first academic year. At the beginning and end of the course students have performed tests for measuring spatial skills. Fig. 2 and 3 illustrate histograms of participants pre-test and post-test scores. Horizontal axes show score ranges. Table 1 shows the scores obtained by students in the MRT test. Fig. 2. Scores of MRT pre-test for experimental and control groups 232/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

233 For the statistical analysis we used a Student s t-test, taking as the null hypothesis (H 0 ) the fact that mean values for spatial visualization abilities did not vary after the end of the course. The t-test for paired series was applied and the ρ values are ρ = < Hence the null hypothesis is rejected and we can conclude, with a significance level of higher than 99.9%, that the mean scores for the experimental group underwent a positive variation. In other words, the course additionally using AR-DEHAES toolkit exercises had a measurable and positive impact on the spatial ability of students, measured by MRT tests (the increase of value is 5.33 points). However, the regular course of Descriptive Geometry and Engineering Graphics also allows the development of spatial skills of the students (Table 1). Fig. 3. Scores of MRT post-test for experimental and control groups Table 1. Mean pre- and post-test and gain test scores (standard deviation) for experimental and control groups. Groups Pre-test Post-test Gain Experimental group n=48 Control group n= (5.91) (5.39) (4.05) (5.08) 5.33 (4.31) 4.41 (4.26) An analysis of variance (ANOVA) was performed to determine the effect of the course type (regular or with AR training) on MRT. The analysis shows there was no significant differences between groups (F = 0.598, ρ = 0.44). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 233/300

234 It is worth noting that research on factors that affect the development and exercise of spatial abilities has traditionally focused on gender differences in performance. It was determined that males perform better on tests of spatial perception and mental rotation, and men and women perform equally well on spatial visualization tests [17-19]. The difference in performance was large only for mental rotation. In our research experimental group had about 70% of female and 30% of male, while control group 60% of male and 40% of female. The difference between score gains of MRT test might have been more significant with approximately equal gender ratio. Besides we have conducted a questionnaire on usability and satisfaction with the AR training application. Results show that all students expressed a highly positive attitude to the material and contents. Most students considered it very useful, very interesting and they were satisfied with the technology and methodology. All students considered that AR-DEHAES system was pleasant to use. 82% of students mentioned that AR training helped them in performance of graphical exercises of Descriptive Geometry and Engineering Graphics subject. All the students whose responses are in this questionnaire told that they would recommend this training to their fellow students. 5. CONCLUSIONS Training of spatial ability based on Graphic Engineering contents and AR technology improves spatial abilities of students. Descriptive Geometry and Engineering Graphics course supplemented with AR training provide a significant gain in spatial abilities scores (5.33 points in MRT) compared with 4.41 points, obtained in a regular engineering graphics course. Good spatial ability levels allow student better understanding of engineering graphic contents. So, if more students try to improve their spatial skills, by AR training for example, academic performance rate will be greater. The students feedback concerning AR-DEHAES toolkit was very positive, and it is clear that AR technology will emerge as a real option at the university level. AR-DEHAES is an efficient tool for developing of spatial abilities and for learning of engineering graphics contents. AR is a cost-effective technology for providing students with attractive contents respecting to paper books, giving new life to classical pen and paper exercises. 6. REFERENCES 1. Sutton K., Williams A. Developing a Discipline-Based Measure of Visualization. The UniServe Science Proceedings, 2008, p Dejong P. S. Improving Visualization: Fact or Fiction? Engineering Design Graphics Journal, 1977, 41 (1), p /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

235 3. Lord T. R. Enhancing the Visuo-Spatial Aptitude of Students. Journal of Research in Science Teaching, 1985, 22 (5), p Sorby S. A. Spatial Abilities and their Relationship to Computer Aided Design Instruction. The Web Proceedings of the 1999 ASEE Annual Conference and Exposition, Alias M., Gray D. E, Black T. R. Attitudes Towards Sketching and Drawing and the Relationship with Spatial Visualization Ability in Engineering Students. International Education Journal, 2002, 3 (3), p Contero M., Naya F., Company P., Saorín J. L. Learning Support Tools for Developing Spatial Abilities in Engineering Design. The International Journal of Engineering Education 2006, 22, (3), p Ferguson C., Ball A., McDaniel W., Anderson R. A Comparison of Instructional Methods for Improving the Spatial-Visualization Ability of Freshman Technology Seminar Students. The Proceedings of the IAJC-IJME International Conference, 2008, p Martín-Dorta N., Saorín J. L., Contero M. Development of a Fast Remedial Course to Improve the Spatial Abilities of Engineering Students. The Journal of Engineering Education, October 2008, 97, (4), p Onyancha R. M., Derov M., Kinsey B. L. Improvements in Spatial Ability as a Result of Targeted Training and Computer-Aided Design Software Use: Analyses of Object Geometries and Rotation Types. The Journal of Engineering Education, April 2009, 98, (2), p Onyancha R., Towle E., Kinsey B. L. Improvement of Spatial Ability Using Innovative Tools: Alternative View Screen and Physical Model Rotator. The Proceedings of the 114th ASEE Conference and Exposition, 2010, p Sorby S. A., Baartmans B. J. The Development and Assessment of a Course for Enhancing the 3-D Spatial Visualization Skills of First Year Engineering Students.The Journal of Engineering Education, July 2000, 89, (3), p Sorby S. A., Drummer T., Hungwe K., Parolini L., Molzan R. Preparing for Engineering Studies: Improving the 3-D Spatial Skills of K-12 Students. The Proceedings of the 9th International Conference on Engineering Education, 2006, p. T3E-6-T3E Martin-Gutierrez J., Navarro R. E., Gonzalez M. A. Mixed Reality for Development of Spatial Skills of First-Year Engineering Students. Proceedings of the 41st Frontiers in Education Conference, October 12-15, 2011, p. T1A-1-T1A Martin-Gutierrez J., Contero M., Alcaniz M. Training Spatial Ability with Augmented Reality. International Conference Virtual and Augmented Reality in Education, 2011, p BALTGRAF 2013 The 12th International Conference on Engineering Graphics 235/300

236 15. Donohue S. K. Work In Progress: Identifying Undergraduate Courses Which Develop and Enhance Spatial Abilities. The Proceedings of the 40th Frontiers in Education Conference, 2010, p. F4E-1-F4E Olkun S. Making Connections: Improving Spatial Abilities with Engineering Drawing Activities. The International Journal of Mathematics Teaching and Learning, April 2003, p Sharps M. J., Price J. L., Williams J. K. Spatial Cognition and Gender: Instructional and Stimulus Influences on Mental Image Rotation Performance. Psychology of Women Quarterly, 1994, 18, p Sorby S. A. A Course in Spatial Visualization and its Impact on the Retention of Female Engineering Students. Journal of Women and Minorities in Science and Engineering, 2001, 7, p Linn M. C., Peterson A. C. A Meta-Analysis of Gender Differences in Spatial Ability: Implications for Mathematics and Science Achievement. In: J. S. Hyde & M. C. Linn (Eds.), The Psychology of Gender: Advances through meta-analysis. Baltimore: The Johns Hopkins University Press, 1986, p /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

237 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia PROBLEMS OF MOTIVATION OF STUDENTS TO STUDY COMPULSORY SUBJECT ENGINEERING GRAPHICS 1. ABSTRACT Zoja VEIDE 1, Veronika STROZHEVA 2, Modris DOBELIS 3 Paper deals with a problem on how to raise an interest to the students during preparation for practical training exercises and individual home assignments in the course of Descriptive Geometry and Engineering Graphics. The methods of teaching used for the decades should be reviewed taking into account a new generation of students, their habits of learning and the existing challenges provided by contemporary information technologies. An attempt was made to create new educational materials which would motivate the students to work autonomously with the theoretical materials. An Augmented Reality (AR) based applications were used to entertain the students during the studies of the development of spatial reasoning in the first year studies. The efficiency of the regular tests on understanding the theoretical issues of descriptive geometry and engineering graphics was evaluated. For this purpose a portal ORTUS of Riga Technical University (RTU) was used. ORTUS a multifunctional educational portal developed by IT Department of RTU links together all the individual online applications required for studies within one framework in order to simplify the use of it and have a single access. As one of the numerous modules in this portal is a Moodle based Learning Management System. The recommended study materials like theoretical lectures, examples of completed graphic exercises, video lectures, didactic toolkit for development of spatial skills and tests are available to the students online with individual authorization. An approach used was supposed to facilitate the students to acquire more practical skills in solving graphic exercises and improve the quality of graphic education. KEYWORDS: Engineering Graphics, Moodle Learning System, Augmented Reality 2. INTRODUCTION Being one of the fundamental subjects of engineering education, the descriptive geometry shall and may be brought into line with changes in the overall system of Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] Dep. of Computer Aided Engineering Graphics, Riga Technical University, Āzenes iela 16/20, Rīga, LV-1048, Latvia, [email protected] 237/300

238 education. Experiments in various areas where the discipline might be updated have been conducted over and over again. With the world changing, the methodology for teaching descriptive geometry, which has been honed to perfection for years or decades, suddenly becomes ineffective. The main challenge is to update both the course in descriptive geometry and the methodology of its teaching within existing time limitations, identify the ways to improve the efficiency of learning delivery and make qualitative changes in both the process of professional training and its results. The special nature of teaching students in their first years of studies should not be omitted [1]. For students, yesterday s schoolchildren, the first year is a period of adaptation to the university s requirements and new forms of learning. The trends currently observed in the development of professional education bring forward an independent work of students as the main form of learning. In the presence of computer games a new generation has grown up. Today s students represent the first generations to grow up with this new technology [2]. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Our students today are all native speakers of the digital language of computers, video games and the Internet. The children initially begin playing games and only later they begin to learn writing and reading or the processes are parallel. It is now clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today s students think and process information fundamentally differently from their predecessors. They would like to get necessary information quickly. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access. They prefer games to serious work. From the trend of reducing the number of contact hours in the class, there is a need for more time to study the subject independently. On the other hand, it must be borne in mind that this new generation of students is already at the university. Thus there is an urgent need to change an approach to teaching and practical exercises. In this paper we share our experience of the use of newly developed training materials which take into account those special factors related to the new generation of students tailored to study the material independently. It is assumed that these practical exercises are more applicative, attractive and more entertaining to students. 3. COURSE IN MOODLE ENVIRONMENT Moodle is an open-source learning course management system which helps the educators to create effective online learning communities. Moodle is an alternative to proprietary commercial online learning solutions, and is distributed free under open source licensing. All the study materials of Department of Computer Aided Engineering Graphics courses have been located in the Moodle based portal of RTU named ORTUS and they help the students in mastering the topics of these courses. 238/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

239 The use of Moodle environment provides an alternative opportunity to get theoretical materials in electronic form rather than in printed books, to communicate with an instructor and test the knowledge of understanding current topics of study. The course Descriptive Geometry and Engineering Graphics (3 ECTS) is organized in weekly format. Theoretical material was presented in the form of chapters of textbooks, materials of lectures and examples of drawings performance step-by-step as PDF documents as well as video training materials and video lectures. Participants of the course have to complete the tests located in Moodle system. Performance of the test provides an opportunity to independently estimate a level of the knowledge about studied theoretical material. Presented on a Figure 1 is an example question from the test on a topic Intersection of a plane and solids. Fig. 1. An example question from the test on a topic Intersection of a plane and solid To provide an encouragement for students to study, the previous two academic years the tests were obligatory. Each week the course participants had to complete one test based on the topic/s discussed in the class during contact hours. The tests were accessible for two or three weeks depending on the complexity of the topic. The test time was limited to 60 min; before Spring 2013 semester there was only one opportunity for the students to perform the tests and only final score was accessible to the students. As an experiment in Spring 2013 semester, the number of attempts for BALTGRAF 2013 The 12th International Conference on Engineering Graphics 239/300

240 the test completion was increased to three. After completion of each test the students could see not only final points but also the correct answers. During the repetitive tests the Moodle system provided the questions in a new sequence and the provided answers also were in a new rearranged order. According to our previous research [3], the students very actively used the provided video materials in the learning process. In the surveys at the end of the course many students described the video materials as a required tutoring resource. Therefore we created video lectures for the following courses: Descriptive Geometry and Engineering Graphics, Interactive Computer Graphic, Computer Aided Design. Video lectures are prepared by lecturer and the students can view and study them repeatedly as many times as needed to accommodate to their individual learning abilities. Lectures are detailed step-by-step explanations of the materials covered in the classroom lectures and are presented at a delivery pace that is significantly slower than what can be accomplished in the limited time available in the classroom. They can be paused and repeated and, thus, can be studied by students at their own learning pace. In addition the video lectures are much more focused on the learning experience rather than the traditional study from the written textbook. Textbooks usually contain a broad range of topics and they cover the theory in the sequence that might be inconsistent with the instructor s presentation of the material in the classroom. The video lectures are exclusively targeted to what the student needs to learn according to the course syllabus. Video lectures allow the instructor to shift the classroom time spent on basic, less challenging material to more complex and difficult subject material [4]. By including more-complex information in classroom lectures, they are faster paced and provide the stimulation of more interesting material. Students who cannot fully understand and learn at this pace have the video lectures as a slower and very thorough second-lecture they can study at their own learning pace. 4. AUGMENTED REALITY TEHNOLOGY IN LEARNING PROCESS Engineering graphics is the subject which is important for the transferring technical information from design into manufacture. Developing ability to create and read graphical representation of engineering structure is essential for any individual modern engineering student. However, in the classroom, where lecture time is very limited, it is hard for the instructors to clearly illustrate the relationship between the 3D geometry and 2D projection using only one kind of presentation technique. Augmented Reality (AR) application enables faster comprehension of complex spatial problems and relationships which will benefit the students greatly during their learning processes [5]. Augmented Reality is a new technology that lets you interact with the real world and virtual objects at the same time. To facilitate the students perception of the study materials in the course Descriptive Geometry and Engineering Graphics we prepared the 3D objects from manual graphic exercises into AR environment. The 3D Augmented Reality scenes 240/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

241 were created using BuildAR software. The virtual 3D models were overlaid on the real world environment as observed through the computer s web camera, making them to appear as part of the surrounding environment (Fig. 2). BuildAR uses marker-based tracking, which means that the 3D models appear attached to a physically printed markers. For each object both its individual marker and 3D model were created and in that way the AR scene was built up. The 3D models were modelled with SolidWorks and saved as STL files for later import into AR scene. The surveys at the end of the semester revealed the student s opinion on the effectiveness and usability of AR models in the course. All the students considered this approach as being very useful in the solving of graphic exercises. It was acknowledged as very interesting and entertaining for the topic on formation of multiview projections from 3D geometric objects. Especially interesting was the provided freedom of arbitrary observation of the transformation of 3D AR model into 2D projections, which could be interactively manipulated in real time in front of computer with web camera. The overall response of the students about AR model use in the Descriptive Geometry and Engineering Graphics course was very positive. Fig. 2. Three-dimensional virtual model in Augmented Reality environment 5. CONCLUSIONS The created video lectures and AR models considerably improved the interest of learning, supplied the students with higher degree of flexibility and understanding of the teaching materials and entertaining them in an interactive and augmented way. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 241/300

242 Video lectures allowed getting the necessary information very quickly and made the theoretical material more intuitive and understandable. During the study the students could control the rate of perception of huge amount of graphic information. The video lectures supplied with the study material which was more adapted and focused to the learning habits and experience on today s students rather than the traditional study from the textbooks. The AR application enables faster comprehension of complex spatial problems and relationships which will benefit the students greatly during their learning processes. Applying AR technology to support learning activities may become a trend in the future not only for Engineering Graphics but also many other subjects. However, the lack of financial resources at present situation prevents a further development and implementation of this advanced technology in the study process. Tests are useful tool for independent estimation of knowledge level of the theoretical material. The compulsory tests facilitated increased students activities in Moodle environment. This motivated the students to study more and superior in the graphic literacy. The quality of engineering graphics education could be considerably improved, but the preparation of the digitally usable materials in electronic form for graphic subjects which contain a huge amount of engineering information, requires enormous time and human resources. 6. REFERENCES 1. Keengwe J. Faculty Integration of Technology into Instruction and Students Perceptions of Computer Technology to Improve Student Learning. The Journal of Information Technology Education, 2007, 6, p Prensky M. Digital Natives, Digital Immigrants. On the Horizon, MCB University Press, December 2001, 9, (6), p Veide Z., Stroževa V., Dobelis M. Moodle Learning System in Education Process of Riga Technical University. Applied Geometry and Graphics: The Interdepartmental Collection of Proceedings of the 8th Crimean International Scientific-Practical Conference Geometrical and Computer Simulation: Safe- Energy, Ecology, Design. SED-11, September 26-30, 2011, Ukraine, Simferopol, p Cascaval R. C., Fogler K. A., Abrams G. D., Durham R. L. Evaluating the Benefits of Providing Archived Online Lectures to In-Class Math Students. Journal of Asynchronous Learning Networks, 2008, 12, (3-4), p Redondo E., Navarro I., Sánchez A., Fonseca D. Augmented Reality on Architectural and Building Engineering Learning Processes. Two Study Cases. Special Issue on Visual Interfaces and User Experience: new approaches. Ubiquitous Computing and Communication Journal, 2011, p /300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

243 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia 1. ABSTRACT IMPROVEMENT CONCEPT OF ENGINEERING GRAPHICS COURSE Violeta VILKEVIČ 1 Engineering graphics takes up an important place among technical disciplines because knowledge and practical skills acquired in this course will be used not only in the studying process, but also professional work. Successful studying of graphics requires theoretical material to be constantly updated and properly prepared tasks. The main goal of this work is to suggest model of graphics task performance that not only improve the absorption of knowledge, but also form computer design skills. The essence of improving graphics course is the continuity of the work, meaning the work done by the student is used in solving subsequent tasks. KEYWORDS: Engineering Graphics, 3D Modelling, Technical Drawings 2. INTRODUCTION Theoretical fundamentals of engineering graphics barely change, but the methods of presenting information to the students do (slides, animations, e-learning) [1-2]. The practical methods of solving graphical tasks keep constantly evolving. With the discovery of a new tool computer and usage of new graphical systems, graphical tasks or ways to perform them also had to change. For example: a part of traditional works of engineering graphics are no longer performed (drawing fonts) or performed with the help of computers (geometric drawing).the evolution of design programs provided a wide and various range of opportunities of drafting and editing drawings. With the decrease of hours dedicated for classes the volume of practical works and their solving methods also changed. Furthermore, students these days have mastered information technology, so methods of computer design are also quite quickly and easily absorbed. All of this predisposes constant and consistent improvement of engineering graphics course [3-4]. 3. TASK COMPLETION MODEL The course of engineering graphics in the Vilnius Gediminas Technical University is taught during two semesters (in the second and third semester). The course is divided into two parts general engineering graphics and applied graphics. 1 Dep. of Engineering Graphics, Vilnius GediminasTechnical University, Saulėtekio al.11, LT-10223, Vilnius-40, Lithuania, [email protected] 243/300

244 During the general engineering graphics course, students are introduced with the main requirements for formalization of graphic documents, design methods; examine fundamentals of displaying basic geometric bodies in technical drawings (descriptive geometry). For training purposes, tasks of descriptive geometry are performed with pencil, using the simplest drawing tools. During this semester students are introduced with methods of computer design, learn to work with AutoCAD graphic system, perform two-dimensional drawing and volumetric modelling tasks. The applied graphics part addresses technical drawing tasks projection drawing and connections of details. Knowledge acquired during the course students apply while performing construction drawing or machine drawing tasks. All tasks (except 3D modelling) are performed in 2D graphics. 3D design tools have a broader usage, especially in machine drawing, to help students to easier absorb a specific part of the course (threaded connections). While using spatial detail models, it is possible to faster perform work drawings. This work presents the model (Fig. 1) of solve practical tasks, the essence of which is wider usage of 3D design tools and continuity of works, meaning that the work done by the student is used in solving further task. Fig. 1. Task completion model 244/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

245 4. FEATURES OF THE MODEL REALISATION The main goal of engineering graphics teach to picture three-dimensional objects on the flat surface, to create and read drawings according to standard requirements. Step by step, by solving practical tasks of the graphic course one is getting closer to this goal. Every task has a purpose to practically realize a specific theoretical part of the course. By using this graphic task model, the solved task is later on adapted while mastering other course material. In the part of general engineering graphics, students have to perform two laboratory works. The first one is geometric drawing task. Since it is performed with the help of AutoCAD program, student is introduced with computer drawing tools, learns to display smooth connections, mark dimensions and format the drawing. When using the new task solving model, 2D model would be used as the sketch to make a volumetric model of the detail (Fig. 2a). a) b) c) Fig. 2. Volumetric modelling: a) sketch; b) model obtained after stretching the contour; c) model obtained after rotating the contour The second laboratory work of the semester is volumetric design. By applying different ways of modelling, not one but a couple of 3D models can be created, which would be used in the second semester to make connections of details. Laboratory work of applied graphics technical drawing tasks (projection drawing, demountable joints, mechanical drawing). While solving tasks of projection drawing, students learn to choose images, arrange them on the drawing, and make cuts in one and multiple parallel planes. Solved projection drawing tasks can also be successfully used to create models of volumetric details. Next theme of this semester threaded details, demountable and non-demountable joints, types of screws, viewing and marking of screws. In order to help for the students to better absorb theoretical information, a new task can be given to form a thread in 3D details, when diameter, length and pitch of the thread are known (Fig. 3). The last subject of applied graphics mechanical drawings. The goal of this part is to teach to read and detail assembly drawings, make work drawings of details, mark dimensions. Practical assembly drawing (6-10 details) task is performed [5] and work drawings of two details are created. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 245/300

246 Fig. 3. Formation of the screw surface in 3D models Students would make less mistakes while doing this work, if they did another task beforehand made a compound of 3D details (Fig. 4a), made a cut, then automatically obtained the main view of the compound (Fig. 4b), after some minimal changes in the drawing, displayed a simplified thread (Fig. 4c.). a) b) c) Fig. 4. Making an assembly drawing using the combination of 3D details 246/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

247 The same principle can be applied while making a drawing of every detail. Since 3D models of details are created during the course of studying graphics, these tasks require minimal amounts of time and effort. Volumetric models also can be successfully used for drawing sketches of details. 5. CONCLUSIONS 3D design tools have a broader usage, especially in machine drawing, to help students to easier absorb a specific part of the course (threaded connections). When using already completed work in solving other tasks, in the same time bigger amounts and more diverse tasks can be solved. Only after solving a sufficient amount of tasks corresponding to real situations, skills allowing to solve other practical tasks can be obtained. 6. REFERENCES 1. Keršys R. Animation in Descriptive Geometry Teaching. Engineering Graphics BALTGRAF-9. Proceeding of the Ninth International Conference, Riga, Latvia, June 5-6, 2008, p Špilaitė-Ramoškienė V. Usage of Interactive Teaching Equipment in Lectures of Projection. Engineering and computer graphics. Proceedings of Conference. Kaunas: Akademija, 2012, p (in Lithuanian). 3. Makutėnienė D., Čiupaila L., Zemkauskas J. The Model of Fundamental Engineering Graphics Course. Engineering and Computer Graphics. Proceedings of conference. Kaunas: Akademija, 2012, p (in Lithuanian). 4. Makutėnienė D., Čiupaila L., Zemkauskas J. Peculiarities of Modelling of Applied Engineering Graphics Course. Engineering and Computer Graphics. Proceedings of Conference. Kaunas: Akademija, 2012, p (in Lithuanian). 5. Rimkevičienė Z., Uljanovienė S.-D., Gerdžiūnas P., Lemkė V., Plakys V. Mašinų braižyba: surinkimo brėžinių detalizavimo užduotys ir metodikos nurodymai. Vilnius: Technika, p: brėž. (in Lithuanian). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 247/300

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249 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia THE AUTOMATED SYSTEM FOR LEARNING OF INNOVATIVE COURSE IN DESCRIPTIVE GEOMETRY Vladimir VOLKOV 1, Olga ILYASOVA 2, Natalya KAYGORODSEVA 3 1. ABSTRACT This innovative method of training involves improving the methods of self-education. It could help students who can t attend a class or if there is a special format of education, e.g. distance or E-learning. In that regard, there is an interest to create an Automated Learning System (ALS) for such students. Such approach is introduced to the example of teaching the course of descriptive geometry in the current article. The ALS contains a theoretical material, practical exercises with hints of a possible solution algorithms and tests. The ALS corresponds to the content of innovative course of descriptive geometry on the basis of geometric modelling. This innovative course allows students to develop the flexibility of a spatial imagination and the logical thinking which is necessary in engineering education. And student should consolidate his knowledge through practical problems as he got to know a particular section of the innovative course. KEYWORDS: Descriptive Geometry, Automated Learning System, Analysis and Synthesis of Geometric Problems 2. INTRODUCTION Now there are various forms of students training: full-time and part-time, daytime and evening, classroom and distance. In that connection, there is a necessary to develop a training system which can be used in all these forms of education and be of great benefit to distance learning. 3. BASIC INFORMATION This ALS is based on continuous monitoring of the understanding innovative course for students. The problems are split by level of difficulty, and tests proposed to Dep. of Descriptive Geometry, Engineering and Computer Graphics, Siberian State Automobile and Highway Academy, pr. Mira 5, Omsk, , Russia, [email protected] Dep. of Descriptive Geometry, Engineering and Computer Graphics, Siberian State Automobile and Highway Academy, pr. Mira 5, Omsk, , Russia, [email protected] Dep. of Engineering Geometry and CAD, Omsk State Technical University, pr. Mira 11, Omsk, , Russia, [email protected] 249/300

250 students in order to assess quality understanding of each section of the course. This feature allows the student to determine the level and quality of their learning of descriptive geometry. The proposed Automated Learning System has a standard user interface (Fig. 1). We used Microsoft PowerPoint as its shell program. Initially, the user gets acquainted with rules of working for the ALS (Fig. 2). After that he can select the tools to solve problems. The two most common CAD-systems are offered as a tool in the ALS. It's AutoCAD (produced by USA) and Compass (produced by Russia) (Fig. 3). Fig. 1. The ALS interface 250/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

251 Fig. 2. Rules of working for the ALS Fig. 3. Choice of CAD-systems After selecting the CAD-system, the user is automatically placed on the page of section selection. Here ALS offers the following: 1. Set-theoretic principles of making geometric problems; 2. Positional problems which are solved using set-theoretic algorithms; 3. Geometric problems of multidimensional space; 4. Curves lines and surfaces; 5. Conditions synthesis to make tasks for descriptive geometry. Each section provides to user different levels of difficulty (Fig. 4). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 251/300

252 Fig. 4. Select the level of problem 4. SUBMISSION AND PRESENTATION When user chooses a problem, it's loaded in the selected CAD-system (Fig. 5) where user can carry out the validation of the solution found by himself. This possibility is implemented through the uncovering of the preliminary hidden layer by superimposing the correct answer to the result (Fig. 6). Fig. 5. Condition of the problem Fig. 6. Hidden layer with the answer of the problem 252/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

253 If a user has difficulty in solving the problem, he can go to the link "Hits" (Fig. 4) and he will get an algorithm solving the problem (Fig. 7). Fig. 7. Algorithm solving the problem Also there is a link to the appropriate section of the textbook where student can get theoretical material (Fig. 8). Fig. 8. Theoretical material which is relevant to the problem BALTGRAF 2013 The 12th International Conference on Engineering Graphics 253/300

254 If student can't solve the problem, the ALS has full account of the solution for each problem with detailed description of the stages (Fig. 9). It allows the user to leave no gaps and omissions in their knowledge. Fig. 9. Stages of a complete solution In addition, the ALS contains module for test items for each theme (Fig. 10) which allows student to check his level and quality of knowledge. Fig. 10. The test program checks the level and quality of knowledge 254/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

255 The general idea of the structure of the ALS can be obtained through the block diagram, which shown in Fig. 11. Task Test the Solution + Is the Solution Obtained? Is the Solution True? Do you Need the Hint? + Hint + See the Theory The Turnkey Solution + Theory The End Fig. 11. A block diagram of the solution in the ALS BALTGRAF 2013 The 12th International Conference on Engineering Graphics 255/300

256 5. CONCLUSIONS The presented method of self-education can be the basis for the study of graphic disciplines, such as engineering graphics, engineering or technology of computer graphics and other graphic disciplines. The ALS presented in this article will help students to study the innovative course of descriptive geometry based on geometric modelling. 6. REFERENCES 1. Volkov V. Ya. Graphics Optimization Models of Multivariate Processes: a monograph/ V. Ya. Volkov, M. A. Chizhik. Omsk, Omsk State Service University, pp. (in Russian). 2. Volkov V. Ya. Multivariate Enumerative Geometry: A monograph/ V. Ya. Volkov, V. Yu. Yurkov. Omsk, Omsk State Pedagogical University, pp. (in Russian). 3. Volkov V. Ya. The Theory of Parameterization and Modelling of Geometric Objects of Multidimensional Spaces and its Applications. Abstract. Thesis of Doctor of engineering science/ V. Ya. Volkov. Moscow: Aviation Institute, pp. (in Russian). 4. Lopatnikov L. I. Economics and Mathematics Dictionary: Dictionary of modern economics/ L. I. Lopatnikov. 5th ed., Revised. and add. Moscow: Delo, pp. (in Russian). 5. Rosenfeld B. A. Multidimensional Space/ B.A. Rosenfeld. Moscow: Nauka, pp. (in Russian). 6. Chetverukhin N.F. Parameterization and its Applications in Geometry/ N. F. Chetverukhin, L. Jackiewicz/ Mathematics in School, 1963, 5, p (in Russian). 7. Grassmann H. Die lineare Ausdehnungslehre ein neuer Zaweig der Mathematik/ H. Grassmann. Leipzig, S. (in German). 8. Schubert H. Kalkul der Abzahlenden Geometrie/ H. Schubert. Berlin, Heidelberg, New-York: Springer Verlag, S. (in German). 256/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

257 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia GRAPHICAL COMPETENCE IN ENGINEERING SCIENCES 1. ABSTRACT Olaf VRONSKY 1 Experts of Eurydice have pointed out that the development of competence implies the ability of individuals to mobilize, use, and integrate the acquired knowledge in complex, varied and unpredictable in advance situations [3]. The article determines and motivates criteria of competences of descriptive and graphical geometry and their importance in the structure of professional competences of engineering sciences. In the present investigation, criteria of competences are understood as the level of student s knowledge, skills, attitude, and spatial thinking of graphical competence. To substantiate criteria of competences of graphical and descriptive geometry, the concept of competence, its structure, and content were analysed. The required competences for the descriptive geometry course were determined of which, in its turn, the students level of graphical competence is dependent on. Graphical competence is required in professional activities of every engineer. KEYWORDS: Engineering Professional Competences, Graphical Competence, Descriptive Geometry Competence 2. INTRODUCTION The competence researchers include in its structure such elements as knowledge, skills, abilities, motivation, attitude, values, responsibility, experience, qualities of character, and thinking. Analysing materials prepared by the European and Latvian working groups, A. Rauhvargers found out an approach in the field of competence: competence is the body of knowledge, skills and attitude that qualifies performance of tasks of certain type or level [4]. The above mentioned author recommends the term competence translating into Latvian as proficiency (expertise) emphasizing the practical use of understanding of competence. Dz. Ravens is of the opinion that competence is a specific ability, which is needed for an effective performance of a particular activity in a particular field including a narrow specialized knowledge, specific skills, and way of thinking as well as understanding of responsibility of one s own activity [7]. 1 Institute of Mechanics, Faculty of Engineering, Latvia University of Agriculture, J. Cakstes bulv. 5, Jelgava LV-3001, Latvia, [email protected] 257/300

258 B. Briede in her studies indicates that competence is a very complex concept because it is mainly used to characterize the person s intellectual potential and significantly developed qualities. In Latin, the word competent is competo, i.e. to be capable, to match, and be useful for. B. Briede defines competence as a body of knowledge (formal, non-formal, informal), skills and reflection abilities which are possible to check documentary, and with such activities in which the individual agrees to be active in participating with a sense of responsibility [1]. Analysing researchers opinions, the author has drawn a conclusion that actually there are four directions of competences to be developed: 1. Direction associated with man s intellectual development based on quantitative academic knowledge acquired as a result of formal, non-formal and informal education; 2. Direction associated with man s professional activity based on skills that are acquired as a result of practical activities; 3. Direction associated with man s social activity based on the attitude to oneself, work and society; 4. Direction associated with the way of thinking. 3. BASIC COMPETENCE Eurydice experts point out that traditionally basic competences have been associated with professional education; however, experts of most part of the EU countries have recognized the importance of development of basic competences for all pupils irrespectively of the type of education they receive. As a result this concept is broadened relating it to the general education too. Eurydice investigations name those competences as the basic ones which they consider necessary for successful participation in society throughout the lifetime. Also, Eurydice emphasizes that people transfer their acquired knowledge and skills into competences by their attitude. Furthermore, basic competences are called competences that are necessary for a good life, and these competences are something more than just knowledge and they make know-how forms not know-what forms [3]. The author agrees to the experts opinion because in the study course of descriptive geometry it is not enough to have know-what knowledge, and the student can acquire the course only if he also applies know-how forms. After several meetings in autumn 2001 and spring 2002, the expert group suggested eight main fields of basic competences: communication in the native language; communication in foreign languages; information and communication technologies; arithmetic skills and competences in mathematics, natural sciences and technologies; entrepreneurship; interpersonal and civic competences; learning to learn skills; general culture. Without these fields of competences the becoming student will not be able to adapt himself to society during the course of studies. The author considers natural 258/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

259 sciences and learning to learn skills as two most essential fields of basic competences required in the study course of descriptive geometry. 4. PROFESSIONAL COMPETENCE B. Gurshinsky expresses his opinion philosophically that within the educational conception professional competence in any field of activity is a result of a certain level of education: the category of professional competence is determined by one s professional education, experience, and man s individual capacities, his motivated aspirations for a continuous self-education, self-development, and creative and responsible attitude to activity [5]. J. Kotochitova s model of competence hierarchy comprises six competence types: knowledge, activities, communicative, emotional, personality, and creativity competence, moreover the principle of succession must be observed during the acquisition of particular competences [6]. The process of competence development is also associated with ethical competence (interrelationships), intellectual competence (logical thinking, analysing skills), methodical and informative competence [2]. Having analysed the educators conclusions, the author of the article determined the following criteria of professional competence of engineering sciences: professional knowledge (machine designing and production, construction, wood processing etc.), professional skills (skills to apply professional knowledge in the field of profession), technical thinking (application of logical, graphical and spatial thinking in solving technical problems), and attitude (interest in various engineering project implementation). 5. GRAPHICAL COMPETENCE E. Jutumova has worked out a concept of geometric graphical expertise and its structure. The above mentioned author relates geometric graphical expertise to the minimum of education in a particular field when the student knows such specific activity ways as modelling, comparing, analysis, synthesis, deduction, induction, and planning. Geometric graphical education includes such components as selectivity in the deepened issues and quality component of the particular field that is the level of knowledge and skills based on spatial thinking. In her studies, as structural elements of geometric graphical competence E. Jutumova has used the level of professional activity skills, the development level of cognitive capacity, value orientation, and communication level in the particular field. Within the framework of E. Jutumova s research, geometric graphical competence is regarded as the level of student s knowledge and skills based on developed spatial thinking [8]. E. Jutumova s described element of spatial thinking is more related to the study courses where you need a spatial imagination of a situation. Since graphical BALTGRAF 2013 The 12th International Conference on Engineering Graphics 259/300

260 competence is a broader concept that also requires knowledge about such simplifications of the space objects as schemes and graphical basic constructions, which have little connection with notions of space, the author of this article decided to choose an element from the graphical competence, namely descriptive geometry competence that is directly associated with spatial thinking and its development. The following criteria of graphical competence were determined: graphical knowledge (knowledge in the field of construction graphics, engineering graphics, technical graphics, computer graphics etc.), graphical skills (application skills of graphic constructions in the fields of specialized graphics acquired at the course of descriptive geometry), graphical thinking (application of thinking for visualization of ideas of engineering graphics), and attitude (interest in modes and opportunities of visualization of ideas of engineering graphics). 6. DESCRIPTIVE GEOMETRY COMPETENCE Analysis of the graphical competence concept made it possible to determine its association with the basic competences and professional competences, and the element of descriptive geometry competence was ascertained as one of criteria of graphical competence (Fig. 1). Thinking (spatial) Attitude (motivation) professional competence of engineering sciences graphical competence descriptive geometry competence basic competences Knowledge (graphical) Skills (graphical) Fig. 1. Graphical competence in engineering sciences In this research, the author calls descriptive geometry competence (as a criterion of graphical competence) as a certain amount of knowledge of the descriptive geometry study course (knowledge about regularities of space objects) which is necessary for improvement of graphical skills (skills of object depiction and transformation) being based on a developed spatial thinking (abilities to operate with spatial images), and interest in regularities dealt with in the descriptive geometry study course. Also, criteria of descriptive geometry competence were determined: knowledge of descriptive geometry study course, technical drawing skills of graphic constructions applied in the descriptive geometry study course (depiction and transformation of space objects), spatial thinking and attitude. 260/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

261 frequency of responses, % 7. RESULTS OF THE RESEARCH The research was carried out as a qualitative one, and the nominal measurement scale complies with it. Nine experts of the studied field from the Latvian University of Agriculture, Riga Technical University, Daugavpils University, and Rezekne Higher School participated in the study. Basing on the theoretical investigations, several questions were formulated for the experts comprising those of engineering professional, graphical and descriptive geometry competence. The questionnaire method was applied, and experts opinion was found out about the component regularities and their significance of professional competences of engineering sciences in the field of graphics. Experts opinion is presented in Figure totally agree partially agree disagree Graphical competence is a significant component of professional competence of engineering sciences; 2. Descriptive geometry competence is a significant component of graphical competence; 3. Basic competences are a significant component of descriptive geometry. Fig. 2. Evaluation of component regularities of professional competences of engineering sciences Also, the experts opinion was found out about criteria of each component, which the author had chosen after theoretical literature studies. Experts opinion is presented in Figure 3. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 261/300

262 frequency of responses, % frequency of responses, % The major criteria of professional competence of engineering sciences are professional knowledge, professional skills, technical thinking and attitude; 2. The major criteria of graphical competence are graphical knowledge, graphical skills, graphical thinking and attitude; 3. The major criteria of descriptive geometry competence are knowledge of descriptive geometry study course, technical drawing skills of graphic constructions applied in the descriptive geometry study course, spatial thinking and attitude. Fig. 3. Evaluation of competence criteria In most part of experts opinion, it is possible to determine the level of a certain competence by the given criteria (Fig. 4) It is possible to determine the development level of professional competence by described professional competence criteria of engineering sciences; 2. It is possible to determine the development level of graphical competence by described graphical competence criteria; 3. It is possible to determine the development level of descriptive geometry competence by described descriptive geometry competence criteria. Fig. 4. Determination options of the competence level totally agree partially agree disagree totally agree partially agree disagree 262/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

263 Experts recommended adding quality and logical thinking criteria to those of the descriptive geometry competence criteria, but the competence criteria of engineering sciences planning, organizational and self-evaluation skills. 8. CONCLUSION Based on the obtained results of analyses of the competence structures, the following element system was established: 1. Level of knowledge of the study course; 2. Level of skills within the extent of study course knowledge; 3. Development level of spatial thinking (cognitive abilities); 4. Level of attitude. To determine the level of graphical competence it is necessary to determine levels of all four elements of graphical competence system. The highest level of graphical competence can be reached if the student knows how to apply the acquired knowledge and skills into professional activity, i.e. designing. 9. REFERENCES 1. Briede B. Problems of Reaching Competence During Studies at a Higher School. Journal of Science Education, 2004, Nr. 5 (1), p Garleja, R. Cilvēkpotenciāls sociālā vidē. Rīga: RaKa, lpp. (in Latvian). 3. Pamatkompetences. Jauns jēdziens vispārējā obligātajā izglītībā , [access Jul 5, 2012]. (in Latvian). 4. Rauhvargers A. Veidojot kvalifikāciju ietvarstruktūru Latvijas augstākajai izglītībai. Darba dokuments Latvijas mēroga diskusiju uzsākšanai [access Jul 12, 2011]. (in Latvian). 5. Gershunskij B. S. The Phylosofy of Education in the 21st Century. Moskow: Sovershenstvo, pp. (in Russian). 6. Kotochitova E. V. Psychological peculiarities of creative pedagogical thinking. Summary of Candidate s Dissertation in Psychological Sciences. Yaroslavl: Yaroslavl State University, pp. (in Russian). 7. Raven D. Competence in modern society. Identification, Development and Implementation. Moscow: Kogito-Centre, c. (in Russian). 8. Jutumova E. G. Formation of Geometric-Graphic Competence of Students of the Technical Universities by Means of Computer Technologies. Thesis of Candidate s Dissertation in Pedagogical Sciences. Moscow: RGB, pp. (in Russian). BALTGRAF 2013 The 12th International Conference on Engineering Graphics 263/300

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265 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia SUPPLEMENT A MATERIALS ABOUT THE EXIBITION ZANIS WALDHEIMS GEOMETRICAL ABSTRACTION ZANIS WALDHEIMS: GIVING MEANING TO ABSTRACT ART A NON CONFORMIST APPROACH OR THE PATHWAY TO SELF-RELIANCE BY YVES JEANSON SUMMARY BIOGRAPHY OF ZANIS WALDHEIMS ( ) BY YVES JEANSON PARTIAL VIEWS OF ZANIS WALDHEIMS COLLECTION GIVING MEANING TO ABSTRACT ART BY YVES JEANSON 265/300

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267 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ZANIS WALDHEIMS: GIVING MEANING TO ABSTRACT ART A NON CONFORMIST APPROACH OR THE PATHWAY TO SELF-RELIANCE THE SCHOCK Yves JEANSON 1 In the mid 1950's Latvian immigrant Zanis Waldheims (Žanis Valdheims) established in Montreal Canada in 1952, is beginning to build the foundations for a method of orientation to recover from the tribulations of the times. The post war events had made a profound wound on this humanist and lawyer from University of Riga. He could not understand, why, in 1944 at the Yalta Conference, the democratic occidental powers of the West had let go to the dictatorial communists regime of the East, free, rich and democratic countries against their will of which his native land Latvia that had fought and won its independence in the 1920s. He could not understand what went wrong in the minds of the occidental political leaders in their terrifying inability to foresee the consequences of their act that degenerated in the cold war. In this post war chaotic world, he will try to regain faith in human nature and this will lead him to develop in the 1950s and 60s an original artistic and philosophical approach oriented for the study and representation of ideas, that is to say, the development of a visual and structural approach based on geometry and mathematic as an abstraction. A FIRST IDEA AND ITS HEURISTIC DEVELOPMENT An idea from Maine de Biran, a French pioneer in psychology, in the creation of a map for human orientation will trigger his quest for this map. Having a fertile geometrical ability and imagination, he will draw in the margins of the scientific books he read, geometrical figures to which he will associate meaning, that is to say, geometrical figures such as the square, the circle, the diamond, the XY axis and the point to represent concepts. A sentence from Edmund Husserl s search in phenomenology "that absolute reality corresponds exactly to a round square" will also have a strong impact in the development of his ideas, He will use the round square metaphor and transform it from the outside to the inside by a series of convex and concave figures that will generate a series of primary geometrical forms such as the circle, the diamond, the XY axis and the point. He will use this idea to represent the 1 Freelancer, Montreal, Canada, [email protected] 267/300

268 notion of limits. He will also take form philosophy the concepts of extensive and intensive, respectively the square as being extensive, and the point as being intensive, it will also bring ground to his philosophical argumentation, that equilibrium lies between two extremes which will be illustrated by the diamond figure. One can see in Waldheims his large size colour drawings, the recurrence of the diamond. He will finally push one step further into abstraction, by associating this idea of extremes and limits, to words, that will bear for him the concepts of extensive and intensive associated to geometrical forms to create ethical opposites and in a dynamic intellectual process, find a meaningful word that will integrate the two extremes in man s quest for meaning. WRITING HIS THESIS After having experienced and structured his original approach towards the understanding of knowledge in general, he will take, in the 1960s, a full time ten year period to lay down his ideas on paper. Zanis Waldheims thesis is deployed in two principal sections: the first section of twenty-two chapters with foreword, and thirtythree figures; and a second section containing three hundred and fourteen small graphics. One can follow in the first section of the thesis, the intellectual structure he will use to explain his model of orientation. Here are the titles: Geometrisation (9 pp.); Extension and Intensity (7 pp.); The empirical plan (3 pp.); Order (8 pp.); The square (2 pp.); The fundamental degrees (3 pp.); The limitation (2 pp.); Centration (2 pp.); Complementarity ( 4 pp.); The exhaustion (3 pp.); Transformation (4 pp.); The correspondences (1 p.); Totality (1 p.); The unit of sense (7 pp.); The unified sense (8 pp.); The structures (2 pp.); The control system (5 pp.); The abstractions (7 pp.); The symbolic sense (9 pp.); The grouping of words (11 pp.); The orientation principle (8 pp.); The unification theory (4 pp.). He will have his thesis copyrighted in Ottawa, Canada in This theory will be his pathway and model to self-reliance in his quest for truth and security of existence. THE FUTURE OF AN ABSTRACT IDEA Geometrical forms and structures, the notion of limits in mathematics, 2D and 3D, colours and meaning in Waldheims art that seems to suggest that there is a graphic language which is in a direct rapport with our psyche that intuitively perceive harmony and beauty and that the future resides in the visualisation of ideas to make man more conscious of the elements at stake in the approach toward the solution of problems concerning mankind and as the great poet Goethe once declared One should draw more and more, write less and less. 268/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

269 NATIONAL AND INTERNATIONAL DIFFUSION OF ZANIS WALDHEIMS IDEAS 2006 The Frank Lloyd Wright School of Architecture, Scottsdale, Arizona, USA th Biennial Congress of the International Association of Empirical Aesthetics, Chicago, Illinois, United States of America. Title: Aesthetic and Psychology into the Future. Followed an invitation at the Saratov State Technical University in Russia in st Biennial Congress of the International Association of Empirical Aesthetics, Dresden, Germany. Title: Aesthetics and Design. Followed an invitation to Chongqing Southwest University in China in 2011, and Taipei, Taiwan in 2012 for the 22 nd Biennial Congress of the IAEA held at the National Chiao Tung University th International Conference on Geometry and Graphics at McGill University, Montreal, Canada. ICGG OCMA (Ontario Colleges Mathematics Association) Orillia, Ontario, Canada, with the collaboration of a mathematics teacher from Boreal Community College in Sudbury, Ontario, Canada Fields Institute, Toronto University, Toronto. Ontario, Canada, with the collaboration of a mathematics teacher from Boreal Community College in Sudbury, Ontario, Canada BALTGRAF 2013, The 12 th International Conference on Engineering Graphics, Riga Technical University, Riga, Latvia. NATIONAL AND INTERNATIONAL ART EXHIBITIONS 1976 (February). First solo exhibition at the Lachine Public Library, Lachine, Quebec, Canada. Title: The Up-motion of Consciousness. One hundred drawings are exhibited. Yves Jeanson organiser (November). Second solo exhibition at École de la Pommeraie in Mont St-Hilaire, Quebec, Canada. A hundred drawings are exhibited, also a dozen small Styrofoam sculptures. Yves Jeanson organiser (November). Third solo exhibition at Collège Brébeuf in Montreal, Quebec, Canada. Fifty original drawings are exhibited also fifty small Styrofoam sculptures. Yves Jeanson collaborator (November). Exhibition at the Latvian Community Centre in Lachine, Quebec, Canada. Original drawings, bas-reliefs and mini-sculptures Yves Jeanson collaborator. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 269/300

270 1992 (November). Participation of Zanis Waldheims at the collective exhibition L Art populaire urbain (Urban popular Art) at the Maison de la culture Frontenac in Montreal, Quebec, Canada, also held at the Lachine Museum. Yves Jeanson initiator and collaborator (November). Yves Jeanson, winner First Prize in sculpture at the Gala Internationale des Arts Visuels, Montreal. Quebec, Canada. (Sculptural reproduction in glass spheres of Zanis Waldheims original drawing # 142) (June). Exhibition of glass sculpture #142 in Pons, France (January). Exhibition of glass sculpture #142 at the Kheireddine Palace in Tunis, Tunisia, organized in collaboration with the Canadian Embassy in Tunis (November). Exhibition of glass sculpture #142 at the Frank Lloyd Wright School of Architecture in Scottsdale, Arizona, United States of America, (3rd Annual Design and Development Conference) (August). Poster session and exhibition of glass sculpture #142 and poster session at the 20th Biennial Congress of the IAEA (International Association of Empirical Aesthetics) in Chicago, Illinois, USA (August). Poster session and bas-reliefs exhibition at the 21st Biennial Congress of the IAEA (International Association of Empirical Aesthetics) in Dresden, Germany (May). Ontario Community Colleges Mathematics Association, Orillia Ontario, Canada (August). The 15th International Conference on Geometry and Graphics 2012 at McGill University, Montreal, Canada (November). Fields Institute, Toronto University, Toronto, Canada (June) BALTGRAF 2013, The 12 th International Conference on Engineering Graphics at Riga Technical University, Riga, Latvia. PUBLICATIONS 1992 Article on Zanis Waldheims in an art book published in Latvia (Winter issue). Article on Yves Jeanson s glass sculpture #142 in the Canadian arts magazine ESPACE SCULPTURE (October). Yves Jeanson's name and glass sculpture #142 are mentioned in the special issue of the Journal of the International Association of Empirical Aesthetics. 270/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

271 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia SUMMARY BIOGRAPHY OF ZANIS WALDHEIMS ( ) Yves JEANSON 1 Sept 19, 1909: Birth of the twin brothers Zanis (Žanis) and Alfred (Alfrēds) Waldheims (Valdheims), born in Jaunpils in the province of Zemgale in Latvia, sons of Ernest (Ernests) Waldheims, ( ) whose parents were of Polish origin, and their mother of Latvian origin Pauline Kakstins (Paulīne Kakstiņš), ( ). His father s parents had a Polish name which ended by Sky. His father's parents died young, and his father Ernest was adopted by a German family bearing the name of Waldheims. During his military service in Germany, Ernest leaves and abandons his patron to live free. The family lived in the region of Sloka until June, 1915: His father is mobilized by the army of the Czar Nicolas II as foot soldier during the war; the German Army had invaded the Latvia s territory. August, 1915: During the war, the family takes refuge at their uncle's place who lives in St-Petersburg. They had fled the German Army offensive launched on the city of Riga (Rīga). One of his uncles is in the surrounding of the leaders of the future Russian revolution: Lenin, Stalin and Trotsky. February, 1916: Death in Finland, of Elmars (Elmārs) his youngest brother from the consequences of a bad pneumonia. In the flat where they lived, they had to break blocks of ice in the morning in order to boil water. October, 1917: Desertion of his father from the Russian army which is in full dispersion. His father re-joins his family in St-Petersburg. Quarrels occur between his father and his uncle due to diametrical differences in point of view on political issues. His father is Menchevic (меньшевик), and his uncle is Bolshevik (большевик). Spring, 1918: Return of the family in Riga, in the midst of a famine. His father must take refuge and hide in the forest, while his mother works in German canteens to feed the family. She has to walk long distances twice a day to go to her work. November, Armistice. They leave the city of Riga to return to Sloka. His father smokes fish which he sells or exchanges for meat and vegetables from the farmers. During the War of liberation of Latvia, his father returns to fight with Latvia's Nationalists, against the Germans, the White Russians and the Red 1 Freelancer, Montreal, Canada, [email protected] 271/300

272 Russians, who all want to seize Latvia. His father is put in prison for five months in Jelgava. He is in prison with his brother-in-law who fights for the Latvian communists. His father contracts typhoid fever. They think he is dead. His brother-in-law is released from prison in exchange for prisoners. 1919: While the father is at war, the family lives on a farm in Dobele, where Zanis, with his twin brother Alfred, work at the farm. Zanis is undisciplined. Summer, 1923: Death of his twin brother Alfred at the age of 14 from the consequences of a concussion. Zanis remains the only child of the family. In primary school, at his age he is only in the third grade. Zanis draws portraits, which he excels at so well, that he is introduced to a renowned Latvian painter Karlis Ievins (Kārlis Ieviņš). Summer, 1924: Death of his grandmother Anlyse (Anlīze) who played an important role to save Zanis from his childish rickets. At birth, Zanis is so small and weak, that he is put in a shoe box and in an oven which will serve as incubator to save his life. 1925: Zanis spends part of his 5th school year, in a government subsidized boarding school. The food is so vile, that he returns to his home. 1926: He begins his life in Riga, the capital of Latvia, as a labourer in the construction domain. He lives at one of his aunt s place, and goes to school during the evenings, while learning to become a carpenter. 1927: Zanis works in the construction domain as a carpenter. His parents join him in Riga, and he works with his father in the construction of bridges, where in an accident, Zanis nearly drowns. He continues to study in the evenings with the goal of finishing his secondary school. 1932: Zanis completes his military service in Daugavpils. He is undisciplined. Excels at running. May, 1933: Zanis finds a job at the Department of Waters and Forests for the Latvian government. They urge him to end his secondary school which he terminates in two years. Works as draftsman, surveyor and end up as a statistician. He will work there until October 1944 at which date he runs away from Latvia to go to Germany. 1935: Death of his father Ernest ( ). 1936: Zanis enters at the University of Riga to study law. June 1937: Marriage with Irene (Irēna) Migla, a nurse who saved his life from the consequences of an infection after an appendicitis removal. 1938: His uncle is put in prison by Stalin's regime. See The Gulag Archipelago II by Alexandr Solzhenitsyn (Александр Солженицын), chapter 11. His uncle will survive prison and be freed. April 1939: Birth of his daughter Valda. The couple enjoys Opera in Riga. September, 1st 1939: Invasion of Poland by the German Army. October 29, 1939: Invasion of Latvia by the Soviets. 272/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

273 June 1940: His uncle, who works for the Soviets, returns in Latvia for political affairs. He sees his sister Pauline (Paulīne), the mother of Zanis, and announces her deportations of Latvian citizens to Siberia. Zanis as well as many other Latvians will see those trains of deportees to Siberia and will be torn apart. June 1941: The German Army attacks Latvia (operation Barbarossa). The attack aborts a Soviet deportation of Latvians towards Siberia s Gulags. March 1942: Birth of his son Uldis. 1943: Complete occupation of Latvia by the German Army. March 1944: Writes his last exams in Law Study at the University of Riga but cannot obtain his diploma due to the turnover of the political situation, and due to the marching of the Soviet army westward. He listens secretly to free radio. He is politically engaged against the Soviet-Union, and predicts the fall of the German Army and the future institution of a communist dictatorship in Latvia. His working colleagues in the department of forests - which for the majority are communists-intimidates him for his pro westerner political positions about democracy, freedom of expression and liberty. They nicknamed him Churchill. October 1944: Flight of the family to the western part of Latvia. They leave for the town of Liepaja (Liepāja) due to the occupation of Riga by the Soviets. His mother is too ill to follow. November to December 1944: He is forced to dig dug-outs for the German Army in the region of Liepaja. Fellow countrymen by the hundreds that had left in the morning are declared missing or dead in the evening. Fate played in his favour one day on an occasion where he had to go and dig dug-outs. He was called out from the departing truck because of an error in the spelling of his family's name. Letter V was changed to W and the officer in charge wanted to clarify the situation, the truck left in the meantime leaving him behind. He receives his laisser-passer (pass, in English) to go work as a forest worker in the Sudetes region in Czechoslovakia, a region that was annexed by the Nazis in 1938 (Deutsch-Kralup). January 1st 1945: The family boards a ship under control of the German Army in Liepaja in direction of Pillau in East Prussia. The ship is struck by a storm of freezing rain, and risks sinking. All hands are on deck to clear the ice to prevent the ship from sinking. January 3, 1945: With his laisser-passer, the family boards a train accompanied by other Latvian families, and heads for the city of Komato in the region of the Sudetes (Mountains of Czechoslovakia) where he works as a forest worker for the Germans Army. During the travel, at a train stop, he is urged by his wife to find drinking water for the children. He rushes out of BALTGRAF 2013 The 12th International Conference on Engineering Graphics 273/300

274 the train, seeks for water in the surroundings, the train leaves and he must run to catch the leaving train. February 1945: At Yalta Conference in Crimea Ukraine, "Western Allies", handed over to the Soviet-Union, countries of the Eastern Europe which where prior to this devolve, free, rich and democratic; amongst these countries his small country of Latvia in the Baltic. Huge deception transpires in his intellectual and social life. He fumes against the Westerners for this universal treason. May 1945: Towards the end of the war, which is imminent, he flees the forced labour camp and takes refuge in Germany in the city of Karlsberg. He is armed with a revolver. He is arrested by a German Army officer but since he speaks German and Latvian he is not searched and he is let go. July 1945: The family finds refuge in the city of Bamberg Germany, in a camp under the control of the UNRRA United Nations Relief and Rehabilitation Administration the organization of international solidarity created in 1943 to allow immediate help to nations having suffered from the war: repatriation of prisoners and transportation of convicts, distribution of foods, clothing, raw materials, etc. In 1947, this organization ended its activities. November, 1945: Zanis is completely destroyed when he learns the constitution of the court of Nuremberg to judge the Nazis war criminals. He fully rebels against the fact that the allies American, British and French, admitted the Soviet-Union at the panel of judges to judge the Nazis. He considers the Soviets as the greatest criminals of all times. The millions of deaths, the scheduled famine in Ukraine, were enough for convincing whoever of their corrupt morality. For him, the communists had proved to the face of the world, the cruelty of their regime, and now they were among the members of the sample group of judges to judge other criminals. The Westerners betrayed in his eyes, fundamental values of justice and democracy; that it was real proof of alienation on behalf of the western political leaders of that time, and the intellectuals who let this happen. Due to this particular event, and his deceptive life experiences in general, he took a firm resolution to try to understand how those complete act of madness could have occurred from the occidental political leaders. April, 1947: With a special permission from the American commander of the camp UNRRA in Bamberg, he travels to Hamburg Germany, to fetch his diploma from the University of Riga where the former dean of the law faculty was now working at the University of Hamburg. He acquires a countersigned document by the former secretary of the University of Riga, and the Chancellor of the University of Hamburg. This paper will be of no use, since he will never be able to practice law. 274/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

275 February 1948 to May 1949: Works for the Société des Aciéries de Longwy in Thionville France with a lifelong friend Janis Rosberg (Jānis Rosbergs). He temporarily leaves behind in Bamberg his wife and his two children. Hard labour for a salary of chill famine. The cost of living in France is very high. There is no possibility of renting a flat. He lives at 79, Route de Metz. Problems with his employer arise when they make trade-union excitement. January, 1949: Separation from his first wife Irene Migla and two children. May 1949 to September 1949: With his waiver of exchanging places of residence in pocket, he leaves the region of Thionville, to go to Paris with Janis Rosberg his long-time friend, to find some work. They remain unemployed for four months. They live at, 114 rue du Chemin Vert, Paris 11ième. They spend all their thin savings. As a last resort and in full despair, they write to the delegate general of the International Organization for the Refugees (OIR) to settle their administrative situation and complain, as to the lack of help in assisting them to finding some work. They will be supported for four months by the French Alliance. While not at work, they spend their time studying French and visiting Paris. June 1949: He meets Bernadette Pekss during a traditional Latvian holiday the Summer Solstice (Jāņu diena). Bernadette works for a French family, as a seamstress and domestic. Bernadette's situation is similar to Zanis s. She is a Latvian refugee from Ludza near Rezekne in eastern part of Latvia (Latgale). Her family (Mother, oldest brother and priest Alexander, three sisters) fled the Soviet regime. Her father had died from a Soviet bomb that fell on his barn. Zanis and Bernadette will vaguely remember having seen each other in Liepaja in late Bernadette's husband, Janis Gorbunovs had been put into prison after the fall of Stalingrad while fighting for the German Army (SS Latvian). Gorbunovs at the end of his jail sentence in was not able to join his Bernadette in France because Soviet-Union was a prison of nations. Bernadette had no choice to stay in France as she did not want to go and live under the dictatorship of the communist regime. Gorbunovs was a talented professional artist painter before the war. September 1949, to January 1950: Zanis works for the Société des Forges et Ateliers du Creuzot, as a manoeuvre thanks to Bernadette Pekss's patron who is an ex officer of the French aviation. He moves to 13, rue du Château in Neuilly in the suburb of Paris. October, 1949: His first wife leaves with her two children for Grand Rapids, Michigan in the USA. She will work as a nurse. January 1950: Zanis changes job. He works as trempeur-recuiseur (soakerannealer, in English) at Ateliers Partiots-Cémentation in Reuil-Malmaison, France (annealing metal shop). Changes address again and moves to 42 Rue Joseph Maistre in 18th arrondissement in Paris. His long-time friend, BALTGRAF 2013 The 12th International Conference on Engineering Graphics 275/300

276 Rosberg leaves for Canada and goes to Ottawa to stays a short period of time at his brother-in-law s place Edgar Jaunzemis. October 1951: Zanis receives, from the Cunard Steam Ship Company, a ticket for Canada, which was bought by Edgar Jaunzemis, the brother-in-law of Rosberg living and working in Ottawa. He hurries to fetch an official title of identity from the French authorities, to immigrate to Canada. At the end of 1951: All of his belongings are stolen. Zanis suffers a huge deception. January 1952: Takes de decision to write his diary in French. (See artefact ) He will write in his diaries all about his intellectual life, struggles, joys, deceptions, Montreal's and Canada's culture and political life and critics. February 9th, 1952: Zanis boards at Le Havre France, the passenger ship SS Scythia in the direction of Halifax Canada. He arrives on February 16th. Upon his arrival he is greeted with a huge snowstorm. He took the train for Montreal, then for Ottawa, and headed over to his friend's Rosberg place. March 1952: Thanks to Jaunzemis, who is a machinist, he finds work in Ottawa as a metal polisher (Capital Metal Works). He is laid of a short time after because the employer realizes that Waldheims does not have the required qualifications. April 1952: Waldheims and Rosberg abandons Ottawa, and travel to Montreal to find a job. They find a job at 0.85 cents an hour as manoeuvre in a transhipment company of loose goods. (Alexander Warehouse on Colborne Street). His work gives him a lot of spare time during work hours, so he can read during the day. He will work at Alexander Warehouse for ten consecutive years until he will decide to drop off the job and go after his ideas. 1952: Begins systematically his long intellectual quest in his existential question from the disastrous conclusions of the Second World War. Reads all the major novelists (French, German and English authors). He is surprised that many great French novelists are not published in Canada. May 1953: Bernadette Pekss, 43 year old, boards in Le Havre France, the Cunard passenger ship SS Samaria in the direction of Quebec City. Once arrived, she will take the train for Montreal. At her arrival, Zanis awaits her at the central train station. A great emotional moment for both. She will work through-out her life, as a seamstress at small wages, which will aggravate her asthma problems. 1954: Death of Zanis's mother Pauline Kakstins ( ). 1956: He begins the elaboration of his ideas on geometrization inspired by Maine of Biran (the making of a map for intellectual orientation). He reads many many scientific authors in many domains such as cosmology Weyl- 276/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

277 Minskowski (idea on the parameters of a relative world) and in philosophy among others E. Husserl (phenomenology) to quote only the main. He will draw four years later his first "systematic plan". Extensive reading of the scientific authors: Bergson, Beth, Piaget, Blanché, de Broglie, Cassirer, Chambal, Chauchard, Couturat, Goldstein, Guichard, Guillaume, Hartman, Heidegger, Heisenberg, James, Kant, Koehler, Lewin, Lupasco, Poincaré, Ruyer, Russell, Weizsaecker, etc. who will be of great use as the base for his further intellectual genesis that will lead him towards geometrical abstraction : Works very hard in the daytime as a manoeuvre at the warehouse; works extremely hard in the evening at home in his research on geometrization, even though his back is broken by the hard work and pain. He will work with doggedness during his weekends and on his days off also. In 1956, he developed the first sketches. Numerous problems with his first wife in Grand Rapids Michigan that continually asks for money for her and her two children : Numerous correspondences with Latvian compatriots living in Paris (Ilmar Anckaitis and Nikolajs Parups). 1960: He deploys the first "systematic plan" which will be the angular stone of his metaphysical "invention". He will elaborate some 10 years later, his theory of the geometrization of the exhaustive thought. Note: The "systematic plan" will be more or less at that time, a square on which will be integrated a set of concepts taken out from different scientific sources with regards to the human nature. His domains of readings are sociology, psychology, pure sciences, mathematics, biology, anthropology, philosophy. The plan will include concepts of space and time; sensibility and intelligibility; matter and energy. The left, the right, the top, the bottom of his drawings, will all have their meanings. Other concepts are added: transformation; outside, inside; input and output; extension and intensity; middle term on which he will come to develop his main ideas on philosophy where he will step directly in formal logic to contest its inhumane way of treating mankind. (One or zero, Yes or no, right or wrong). Between : Quits his job. He wants to dedicate himself full-time on his ideas on geometrization. Very difficult period of time for ten consecutive years. Only one income was being brought in by Bernadette who paid for everything: food, rent, clothing, heating, books, colour crayons and paper, et cetera. Bernadette on top of her hard work suffered from the disapproval of her in-laws now living in Montreal (1955), and from her oldest brother Alexander who was a catholic priest. He condemned their illegitimate common life since In order not to rupture, in their moments of great despair and isolation whether social or intellectual, their union remained BALTGRAF 2013 The 12th International Conference on Engineering Graphics 277/300

278 strong and nothing could disrupt their love for one another. Zanis s only reward was his hard intellectual work, and the very small progress he made in his ideas, progress which gave him immense intellectual satisfaction, which also gave him the impression of being a pioneer in this adventure aiming at the rehabilitation of moral values. He wanted the world to be a better place, by inviting individuals to study his system of geometrical analysis and aesthetics, to direct people in becoming artists and philosophers themselves, and be more critical toward their programmed mind sets. 1963: He terminates a paper which he entitles The Description of the Plan of the Understanding. This work is to be a detailed description of his thoughts in thirteen chapters and 243 geometrical figures. This paper includes a preface of four pages, and an explanatory text of 16 pages. June 1963: He writes to the ambassador of France in Canada, of which a letter for Charles de Gaule, president of the French Republic. He wishes to seek the help of the French state to contact Professor Paul Chauchard, whose work he appraises immensely. Professor Chauchard was during this period Director of Studies at the School of the High Studies in Paris. November 5th, 1963: He writes to Professor Paul Chauchard, and mentions the immense respect which he has towards his high scientific morality. He seeks his collaboration for his research. No answer. The end. November 2nd, 1963: Marriage of Zanis and Bernadette in an Anglican Church in Montreal. 1964: He writes a text "Exposition de mon projet. He describes the purpose of his project of geometrical abstraction. Good text. Also includes his "Summary of my researches on the problem to build a geometrical system of understanding, psychology and epistemology (17 pages). Included are also examples in 13 original drawings, one drawing per page with notes and descriptions. June 1964: He seeks the Canadian Company of the World Fair of 1967, with the goal of proposing an exhibition project of his ideas and works. He thus begins a correspondence which will result in many frustrations, and of their refusal in April 1966, pleading that the time regrettably too short allows us no change in the scenario of our pavilions, and secondly, the public who will visit Expo 1967 is not specialized enough to appreciate these researches far too technical. November 1964: With his savings fading rapidly, he makes a demand for help at the Ministry of the Cultural affairs of Quebec, which replies denying his request in February 1965, insisting that they could not help him "for the moment". The end. 278/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

279 February, 1965: Seeks the director of the Museum of Contemporary Art of Montreal with the aim of receiving help. Brief correspondence which resulted in nothing. The end : Produces a set of 70 drawings mm. Number February 1966: Consults an office of brand mark in Montreal with the aim of patenting what is his invention. He is answered, that it is impossible to patent such intellectual inventions. That patent cannot apply, except in the mechanical or similar or chemical inventions. They suggest, all the same, to obtaining a copyright on the description of his creation at the sum of $75.00 for registration fees. NOTE: in the statement of his idea to the office of brand mark, he writes of an "art which looks for the harmony between the beautiful and the truth in knowledge, as well as for the understanding between the good and the fair. February 1966: Seeks the National Research Council of Canada. He sends the same letter as the one sent previously to the office of brand mark. He receives an answer, which suggests that he should try to discuss his ideas, with some members of the Faculty of Psychology of the University of Montreal. Corresponds with his daughter Valda, who lives with her mother in the USA. She wants to promote the ideas of her father at the University of Michigan. No success. March 1966: He writes to doctor Wilder Penfield, of the Montreal Neurological Institute and Hospital, to ask him for his views on his research work. Doctor Penfield replies amiably, that he cannot take charge of such work, because he has other professional commitments but he makes the effort to clarify in his letter: Your very interesting manuscript has arrived and I have looked through it with admiration for the care and the study that you have shown, I unfortunately cannot give this work the attention it deserves. This letter will comfort him enormously, and will give him the courage to continue in spite of its new disappointment. March 1966: He writes to Doctor Donald O. Hebb, of the department of psychology at the University of McGill to solicit his point of view on his research work. Doctor Hebb answers is a refusal, as he is too engaged in other works, however he too is very encouraging by writing him: I have read far enough to realize that this has a profoundly different approach from any current theory, which means that it will require close attention and take much time for its mastery and thus, I will be unable to study your work and the elaboration of the ideas inherent in your beautiful designs. Another sign of encouragement, but still no assistance. 1966: Quarrel with the The Arts Council of Canada, which he had sought out following an article which appeared in the La Presse newspaper, announcing BALTGRAF 2013 The 12th International Conference on Engineering Graphics 279/300

280 subsidies to artists of any disciplines. Having sent all the documents of his theory and a set of drawings, also his curriculum vitae, they refused to help him. End. 1966: He writes a text Summary of the Principles of a Method, a thirty pages document on geometrical abstraction. He also includes 10 original geometrical figures, and the name of the scientific authors and their works, which he mostly used to elaborate the principles of the geometrisation. Ex: Bergson, Blanché, Cassirer, Guichard, Hartmann, Heidegger, Heisenberg, Husserl, Jung, Kant, Ruyer, Russell, Whitehead, Ashby etc : Produces a set of 12 drawings mm. Numbers 123 to : Produces a set of 19 drawings mm. Numbers 135 to 154. Drawing number 142, The Up Motion of Consciousness is a turning point. This drawing was inspired by the palaeontologist Pierre Teilhard de Chardin, and the perception psychologist R. Arnheim in his book A Psychology of Art. 1968: Produces a set of 44 drawings mm. Numbers 155 to : Produces a set of 36 drawings mm. Numbers 200 to : Immense year. He submits, on October 28th, 1970, at the Office of Copyright in Ottawa, a request for a copyright for his theory on geometrization. Recording number as a not published literary work. Masterful work composed of 229 pages divided in three sections. He develops in the first chapter, the ideas which composes his theory on geometrical abstraction; in the second chapter, he describes his approach to geometry and the differences from the Euclidian approach, and the third section is dedicated to illustrate in 314 geometrical figures, its abstract universe. This last section is also the last complete revision of its model which is developed from 282 figures to 314 figures. Also, numerous notes on the elaboration of the chapters, which composes its geometrization. 1970: No art production. 1971: Produces a set of 13 drawings mm. Drawings number 237 to : With the help of a Latvian compatriot (Mister Khön), he finds a job as a mail man in a big construction company in Montreal (BG CHECO Engineering). 1972: Contacts an American agency of patent, for its entitled invention The Geometry System of Exhaustive Thinking. No results. 1972: Produces a set of 22 drawings mm. Drawings number 251 to 273. March 1973: Fills a form with the intention of contacting a Quebec agency of patent, to solicit their interest into developing a "rather theoretical" invention. Several correspondences, with no continuation. End. 280/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

281 1973: Produces one drawing mm. Drawings number 274. July 1974: Meets Yves Jeanson (23 years old), who works for the same company, as an apprentice electrical designer for merchant marine and navy vessels. 1974: Produces a set of 10 drawings mm. Drawings number 275 to : Begins his first book of sketches. 145 pages included with notes. 1975: Produces a set of 16 drawings mm. Drawings number 286 to 302. February 1976: Under Yves Jeanson's initiative, he exhibits for the first time ever, 100 of his large size drawings at the municipal library in the city of Lachine. Jacques Beauchamp, the director of the library, writes in the local newspaper, Le Messager, the name of Waldheims maybe wants to say nothing for us, but who imports the name when the work speaks for itself... His geometry is similar to the hard edge" style but still goes farther. The forms are more supple and more aesthetic... Waldheims has made a success in the happy association between the shape and the colour, in an unprecedented visual experience. In this exhibition, the very first, and one could see exposed 104 drawings The title of the exhibition was: Exhibition of an Integral Art, and on the title page of a small leaflet, he had redrawn the shape which he had entitled The Up Motion of Consciousness (Drawing number 142). Autumn 1976: His employer forces Waldheims to retire from work. 1976: Produces a set of 11 drawings mm. Drawings number 303 to : Produces a set of 41 drawings mm. Drawings number 313 to : Produces a set of 36 drawings mm. Drawings number 355 to : Produces a set of 19 drawings mm. Drawings number 392 to : Begins his second book of sketches. 113 pages, including notes. 1980: Produces a set of 32 drawings mm. Drawings number 412 to 444. November 1981: Under Yves Jeanson's initiative, he exhibits his works in an elementary school in Mont St-Hilaire, Québec, Canada. An exhibition which was prepared for the children of an elementary school, in association with a teacher. Great success and curiosity by the pupils. Drawings and sculptures were exhibited. 1981: Produces a set of 33 drawings mm. Drawings number 445 to 478. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 281/300

282 September 1982: Exhibits his works and some of his miniature sculptures at the College Jean de Bréboeuf in Montreal, Canada 1982: Produces a set of 28 drawings mm. Drawings number 479 to : Begins his third book of sketches. 119 pages including notes. 1983: Produces a set of 42 drawings mm. Drawings number 508 to : Produces a set of 42 drawings mm. Drawings number 551 to 593. Writes for the members of the University of Old Age, of which he is a member, a small interesting work on Wilhem Ostwald, a Latvian ex-fellow countryman, and Nobel Prize winner in Chemistry in 1909, to demonstrate that at any age it is possible to realize great projects. The paper is about colour. September 1985: Begins with Yves Jeanson, a baccalaureate program in philosophy at the Université du Quebec in Montreal. September 1985: Learns the death of his first wife Irene Migla. 1985: Produces a set of 24 drawings mm. Drawings number 594 to : Produces his last set of 5 drawings mm. Drawings number 619 to 623. Leaves for Europe to visit his godchild who lives in Western Germany. Also travels to England to visit his cousin Lilly. 1987: Prepares a 50 page paper, where he sorts out his concepts to generalize them even more. A section prepared with an introduction expressing what is the geometrical unity of senses; carries on in a set of four drawings to illustrate the decomposition of the Euclidian square into a round square, (idea taken from the phenomenology of Husserl); gives an explanation in 23 particular figures how to understand his geometrical abstraction. He will introduce a new approach by illustrating certain concepts in the form of Cartesian geometry. September 1988: He gets his baccalaureate in philosophy from the Université du Quebec in Montreal. His results are: 7 A s, 15 B s, 6 C s, 1 D and 2 E s. 1990: Writes a small paper, where he explains the main history behind his artistic and philosophic method. Excellent poignant text, he also includes the most significant sentences that impressed him: Maine of Biran, Goethe, René Huyghe, Benda, Leonard de Vinci, Moles, Husserl, Whitehead, Read, D. Donis, Broglie, Brion, Poincaré, Piaget, Vasarely and gives a rather exhaustive bibliography of the main authors whom he read. Spring Under Yves Jeanson's instigation, he begins to rewrite his entire thesis of the geometrization of the exhaustive thought. He will work in association with Yves Jeanson, who will correct his texts to have a better 282/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

283 comprehensibility. His final thesis makes twelve chapters, for a total of about 450 pages including various drawings. May 1992: Under Yves Jeanson's initiative, Zanis participates at an art exhibition at the Maison de la Culture Frontenac in Montreal. Title: Art Brut organized by Mrs. Pascale Galipeau, conservator and ethnologist. He gives a conference on his art and his ideas. July 1992: The Second phase of the exhibition Art Brut is held at the Lachine Museum. Exhibition of original drawings and Styrofoam minisculptures also Yves Jeanson s 3D steel balls sculpture of collection drawing # 142. March 13th, 1993: Catholic marriage of Zanis and Bernadette in the church of St Louis de France, Montreal Canada. First signs of cancer which will bring him to his death. July 19th, 1993: Death of Zanis Waldheims. He is buried in the cemetery of the Côte des Neiges in Montreal. Land registry number L341. June 23rd, 2002: Death of Bernadette Pekks at the age of 91 years old. January 1 st, Christopher Valdheims. 32 years old, law student at UCLA in California, discovers by chance on the WEB, the story of his grandfather Zanis Waldheims. During a search for his roots on the web, he modifies letter V of his last name, for letter W, and fell on Yves Jeanson s promotional site on his grandfather Zanis. Christopher Valdheims, Valda Valdheims s son was adopted by the Tobin family while he was young. His name will be changed for Jonathan Tobin. June First visit of Jonathan Tobin in Montreal, Quebec, Canada. August Second visit of Jonathan Tobin (now a California Lawyer) in Montreal The END Revised in April 2013, by Yves Jeanson, Montreal, Quebec, Canada. Website: [email protected] BALTGRAF 2013 The 12th International Conference on Engineering Graphics 283/300

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285 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia ZANIS WALDHEIMS ARTWORKS GIVING MEANING TO ABSTRACT ART Yves JEANSON 1 PARTIAL VIEWS OF THE COLLECTION (1960S) 1 Freelancer, Montreal, Canada, [email protected] 285/300

286 PARTIAL VIEWS OF THE COLLECTION (1970S) 286/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

287 PARTIAL VIEWS OF THE COLLECTION (1980S) BALTGRAF 2013 The 12th International Conference on Engineering Graphics 287/300

288 ZANIS WALDHEIMS MASTER PIECE DWG # 142 (1967) 288/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

289 YVES JEANSON 3D PYREX GLASS REPRODUCTION (2001) OF ZANIS WALDHEIMS MASTER PIECE DWG # 142 BALTGRAF 2013 The 12th International Conference on Engineering Graphics 289/300

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291 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia SUPPLEMENT B SOLIDWORKS 3D CAD FOR STUDENTS AND EDUCATION FOR REWARDING CAREERS 291/300

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293 The 12 th International Conference on Engineering Graphics BALTGRAF 2013 June 5-7, 2013, Riga, Latvia SOLIDWORKS 3D CAD FOR STUDENTS AND EDUCATION FOR REWARDING CAREERS What means 3D modelling? 3D modelling is the process of developing a mathematical representation of any three-dimensional surface of object (either inanimate or living) via specialized software. The product is called a 3D model. The model can also be physically created using 3D printing devices. What is the best solution for the creation 3D models? Powerful, easy-to-use design capabilities combine with a range of tools for drawing, design analysis, cost estimation, rendering, animation, and file management to create an intuitive system for developing innovative products, and make customers more productive, lower costs, and accelerate their time-to-market. SolidWorks Standard With SolidWorks you design better products faster When you have an idea for a great product, with SolidWorks 3D CAD you'll have the tools to design it in less time and at lower cost. SolidWorks is a complete 3D CAD design solution, providing product design team with all the mechanical design, verification, motion simulation, data management, and communication tools that they need. SolidWorks 3D CAD software offers three packages to speed design process and make designers instantly productive. SolidWorks Standard delivers robust 3D design capabilities, performance, and ease-of-use. You can create parametric parts, assemblies, and production level drawings, moreover, you have all the needed tools to generate complex surfaces, sheet metal flat patterns, and structural weldments. It also includes wizards to automate designs, perform strength tests, and determine the environmental impact of components. 293/300

294 SolidWorks Professional SolidWorks Professional gives you all the power of SolidWorks Standard but with additional capabilities that increase productivity, ensure accuracy, and help you communicate all design information more effectively. Includes libraries of standard parts and fasteners, tools to automatically estimate manufacturing cost. Your designs can be realistically rendered with PhotoView 360 software and shared with the edrawings Professional package, an easily deployed tool that lets everyone view, measure, and mark-up the design data. SolidWorks Premium SolidWorks Premium is a 3D design solution that adds to the capabilities of SolidWorks Professional with powerful simulation, motion and design validation tools, advanced wire and pipe routing functionality, point cloud data import and much more. Rich simulation capabilities let users test product performance against real life motion and forces. Extended toolsets help layout and document electrical wiring, piping, and tubing, and let you quickly incorporate PC board data into the 3D model. SolidWorks Education Edition Software A 3D design teaching tool for Educators teaching at all levels. SolidWorks Premium software comes packaged with a full curriculum and interactive courseware to help educators provide the best training for their students. What SolidWorks Education Edition includes? SolidWorks Premium Software SolidWorks Simulation Premium SolidWorks Motion SolidWorks Flow Simulation Complete Curriculum, including a Teacher Guide and Student Guides, that makes teaching easier at every level Extensive interactive Courseware projects Access to our online educational community, plus our library of articles, tutorials, product resources, and more 294/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

295 What are the benefits? Full capabilities for 3D design, simulation, sustainability, documentation, and analysis Access to standards-based curriculum and industry-recognized assessment. Transform ideas into models, drawings, photorealistic renderings, and animations Easy to learn and use at any level, from elementary school through high school to the college and university level Empower students to focus on learning principles of engineering SolidWorks Student Access Initiative allows students to hone skills outside the classroom SOLIDWORKS CERTIFICATION In today s competitive job market, CAD professionals need every advantage they can get, and the SolidWorks Certification Program gives your students a proven edge. With SolidWorks Certification, students will demonstrate their expertise with SolidWorks 3D solid modelling, design concepts, and sustainable design and their commitment to professional development. SolidWorks Education Program offers the following certifications: CSWA Certified SolidWorks Associate (CSWA) certification is intended for an industry professional or student with a minimum of six to nine months of SolidWorks experience and basic knowledge of engineering and fundamentals and practices. CSWP Certified SolidWorks Professional (CSWP) is an individual who successfully passes our advanced skills examination. CSDA Certified Sustainable Design Associate (CSDA) demonstrates an understanding of the principles of environmental assessment and sustainable design. CSWSA FEA Certified SolidWorks Simulation Associate Finite Element Analysis (CSWSA FEA) certification indicates a foundation in apprentice knowledge of demonstrating an understanding in the principles of stress analysis and the Finite Element Method (FEM) BALTGRAF 2013 The 12th International Conference on Engineering Graphics 295/300

296 Student experience. First story. Lycée René Perrin, a French vocational technical school, used SolidWorks Education Edition software to team up with schools from Germany, Hungary, and Spain to produce functional replicas of the Airbus A380 jet as part of the BAC Pro Machining Technician (TU) program. Challenge: Equip students at four European vocational technical schools to design and build four fully functional, 1:32 scale replicas of Airbus A380 jets as part of the BAC Pro Machining Technician (TU) program. Solution: Leverage SolidWorks Education Edition software to execute every step of the project, from initial design and modelling to testing, simulation, and manufacturing. 296/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

297 Results: Assembled and flew four mini Airbus A380 jets Drove teamwork across four vocational schools Supported two-year TU study project Facilitated cross-institutional collaboration Second story. Children from the Netherlands use SolidWorks to Prepare for FLL Robot Competition. As children from the Netherlands, ages 9-12, prepare for the First Lego League (FLL) robot competition, they face many challenges in design methodology, physics, teamwork and planning. With the help of Bas Kooman, Technical Director from SolidWorks Reseller, these children experience how SolidWorks helps in the design process. Bas uses real world example from SolidWorks commercial customers and takes the children through a problem of letting the LEGO robot move along a prescribed path. Due to several parameters like part tolerance, kinematic behaviour of the servo motors, and frictioneffects of the table, the robot always deviates from the ideal path. With the help of SolidWorks Motion, an event based software application, the children learn how to simulate the robot s behaviour and deal with the problem. BALTGRAF 2013 The 12th International Conference on Engineering Graphics 297/300

298 The children will also explore model rendering and engineering drawings to help with the design documentation required for the competition. 298/300 The 12th International Conference on Engineering Graphics BALTGRAF 2013

299 Hope to meet you again at the 13 th BALTGRAF in Lithuania on 2015 BALTGRAF 2013 The 12th International Conference on Engineering Graphics 299/300

300 SCIENTIFIC PROCEEDINGS OF THE 12 TH INTERNATIONAL CONFERENCE ON ENGINEERING GRAPHICS BALTGRAF 2013 ISBN Editor M. Dobelis RIGA TECHNICAL UNIVERSITY 2013