PROBLEMS OF HIGHER EDUCATION IN CIVIL ENGINEERING

Application of three-dimensional simulation at lecturing on descriptive geometry

Vestnik MGSU 5/2014
  • Tel'noy Viktor Ivanovich - Moscow State University of Civil Engineering (MGSU) Candidate of Military Sciences, Associate Professor, Department of Descriptive Geometry and Engineering Graphics, Moscow State University of Civil Engineering (MGSU), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; +7 (499) 183-24-83; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .
  • Rychkova Anzhelika Vital'evna - Moscow State University of Economics, Statistics and Informatics (MESI) Candidate of Pedagogical Sciences, Associate Professor, Department of Mathematical Software for Information Systems and Innovation, Moscow State University of Economics, Statistics and Informatics (MESI), 7 Nezhinskaya str., Moscow, 119501, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 176-183

Teaching descriptive geometry has its own characteristics. Need not only to inform students of a certain amount of knowledge on the subject, but also to develop their spatial imagination as well as the right to develop the skills of logical thinking. Practice of teaching the discipline showed that students face serious difficulties in the process of its study. This is due to the relatively low level of their schooling in geometry and technical drawing, and lacking in high spatial imagination. They find it difficult to imagine the geometrical image of the object of study and mentally convert it on the plane. Because of this, there is a need to find ways to effectively teach the discipline «Descriptive Geometry» at university. In the context of global informatization and computerization of the educational process, implementation of graphically programs for the development of design documentation and 3D modeling is one of the most promising applications of information technology in the process of solving these problems. With the help of three-dimensional models the best visibility in the classroom is achieved. When conducting lectures on descriptive geometry it is requested to use three-dimensional modeling not only as didactic means (demonstrativeness means), but also as a method of teaching (learning tool) to deal with various graphics tasks. Bearing this in mind, the essence of the implementation of 3D modeling is revealed with the aim of better understanding of the algorithms for solving both positional and metric tasks using spatial representation of graphic constructions. It is shown that the possibility to consider the built model from different angles is of particular importance, as well as the use of transparency properties for illustrating the results of solving geometric problems. Using 3D models together with their display on the plane, as well as text information promotes better assimilation and more lasting memorization of the material.

DOI: 10.22227/1997-0935.2014.5.176-183

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COMPARATIVE ANALYSIS OF THE COMPUTER SYSTEMS USED IN TRAINING COURSES OF DESCRIPTIVE GEOMETRY ON THE EXAMPLE OF SOLVING THE PROBLEM OF SHADOWS ON THE FACADES OF BUILDINGS IN ORTHOGONAL PROJECTIONS

Vestnik MGSU 10/2015
  • Vavanov Dmitriy Alekseevich - Moscow State University of Civil Engineering (National Research University) (MGSU) Senior Lecturer, Department of Descriptive Geometry and Graphics, Moscow State University of Civil Engineering (National Research University) (MGSU), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation.
  • Ivashchenko Andrey Viktorovich - Union of Designers of Moscow Candidate of Technical Sciences, designer, Union of Designers of Moscow, 90/17 Shosseynaya str., SFGA, room 206, 109383, Moscow, Russian Federation.

Pages 194-200

The article describes four software packages that allow considering the problem of constructing shadows in various aspects of application to the educational process. As a learning task we took shadow casting as the most illustrative task allowing to reproduce it in animation programs. As the main programs we considered AutoCAD 2010 and Compass 3D. For providing educational process (lecture material) we considered animation programs, in particular, 3ds Max. We also considered a program that generates a variety of examination options for students (Delphi and Mathematica), with the ability to quickly adjust the range of variable parameters of the objects. Due to the fact that it is impossible to observe the entire set of software products that allow you to tailor them to meet the challenges of descriptive geometry, the most popular programs in their class were chosen.

DOI: 10.22227/1997-0935.2015.10.194-200

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