1. Computer Aided Design – Vision, creativity and Engineering Alex Ballantyne RMHS Science Department

2. Workshop Goals The workshop will explore the role of Computer Aided Design as a model for development of visual and computer skills in high school students. These apply to the generation of open-ended conceptual designs, which broaden student interest in the engineering design process

3. Visual Reasoning is not an Instinctive Skill Current educational practice places an emphasis upon conventional verbal literacy. Visual literacy, apart from Art Education, tends to be an ad hoc process. Students do not practice “hands-on” skills as part of informal learning as did previous generations. The computer has replaced construction/fabrication skills for a large fraction of students.

4. Visual Reasoning and Understanding is Context Driven Terminology for visual thinking is potentially complex in terms of a specific scientific of technological application. “How” we see is dependent on “what” we see. Understanding “what” we see is dependent upon our prior experiences: Both in terms of knowledge and also the skills we have developed.

5. What do we see in these photographs? The objects of interest are masked by backgrounds, poor contrast and relative size. Prior knowledge aids object recognition Weeklypaper.blogspot.comwww.jeanann.us/birds.html/ www.photobirder.com

6. VISUAL DATA IN ALL ITS FORMS REQUIRES CLARITY Drawings and diagrams require removal of unnecessary detail. Style is context dependent: - cultural and experiential knowledge is needed. Utility and effectiveness depend on visual clues [in this case “field marks”] and informative captions Roger Tory Peterson, 1980

7. Prior knowledge has a large impact upon viewers ability to perform synthesis This is a visual pun!

8. Visual Literacy is much more than seeing images Leonardo DonatelloMichelangelo Raphael TMNT ROCK!

9. VISUAL INFORMATION IS CENTRAL TO INTELLECTUAL ENDEAVOR Latour (1987) describes visual representations in science as “inscriptions” Lynch (1988) describes the level of abstraction increasing as you move from: Photograph Drawing Table Graph. Scientific practice is socialized and communal. – The correct terminological and representational practices have to be explicitly taught. ALBRECHT DURER

10. Students can model a real artifact – but is it real? They look, but do not “see”. A common error is that of failure to connect function with the image. - front wheel cannot be steered! The visual reasoning process is naïve. Need coupling of “hands-on” and visual skills

11. Comparison of Naïve and Experienced Visual Thinkers

12. It is difficult to convince students to “look” at a drill rather than “look” at a picture of a drill!

13. Kinesthetic and Visual Learning are Connected Visualization of complex three-dimensional objects is difficult for many students; Cultural and technology changes has left them with little skill and knowledge in manipulating mental images in three-dimensions because of lack of experience with manipulation of real objects. Computer Aided Design (CAD) offers potential for exposure to both kinesthetic and visual learning. CAVEAT! It is too late to leave this to 11 th and 12 th grade. Computer generated assembly model of LEGO Mindstorm Robot (PTC, Pro/Engineer)

14. Large Multiple Component Projects can be a group activity – Individual parts are constructed by a team of students as a collaborative process

15. Creativity is part of the design process – can the students extrapolate from their knowledge base to a synthesis of a new or previously unknown idea?

16. The students need models to give them confidence in extrapolation towards new designs and representations.

17. Student design based on an East German Wheel-Excavator used in open-cast coal mining.

18. Sophistication is in the Details

19. Student design of a large tower crane

20. The ability to design complex structures is a function of the skills available to hierarchically reduce the structure to simpler pieces.

21. Complex Structures often use the concept of repetitive addition of a simpler sub-component - easy to say, but often very difficult to do. - “The woods versus the trees” syndrome

22. A key teaching tool for multi-component design is the use of models to demonstrate the process and underlying strategies of design

23. Student design of a monorail station and train.

24. Conceptual Design is a function of understanding how to connect separate design elements together.

25. RMHS BUILDING PLANS TO BE USED IN VISUALIZATION OF EVACUATION PLAN FOR STAFF AND STUDENTS.

26. Student Monorail Station Design

27. Student Monorail Train Design

28. Implications for Teachers We need to be aware of need to develop strong visual skills in students. Push the envelope to as high a level of thinking as is developmentally appropriate. - If challenged, and led in the right direction, students, can learn to be sophisticated observers and designers. Visual and observational skills need to be developed early in the educational process. Need to integrate visual and kinesthetic learning.