HOW TO TEACH 3D CAD TO PRODUCT DESIGN ...

INTERNATIONALDubrovnik

HOW TO TEACH 3D CAD STUDENTS PROVIDING IEXPERIENCE

K. M. Kim

Keywords:

1. Introduction3D CADdevelopment process manufacturing companies. Industrial designers and engineers use it there have been conflicts and designer and engineering designer, with 13 years of indubackground in industrial/product design,designers and engineering designers because of different CAD tools and working styles. designer’s return toeducation didnsuggestions and recommendations for courses in higher education spend too much time on how to use CAD tools rather than how to design with CAD tools. The ultimate goal of CAD training courses and engineersThus CAD training courses need to be connected with Then, how can future product designers related to CAD students power user of CAD tools in product design practice. The course was titled and has been taught for 1industrial design major. It has been is now running. It has been an electivedesign majordesign elements and principles such as formThis article course content and structuretime implementation with achievementresults or quantitative evidence on CAD education. Instead, developed and taughteducation

2. CAD; Trends, problems and criticismEducation for CAD has schools emphasize shape and appearance with production of

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Kim

Keywords: CAD education, product design, industrial design

Introduction 3D CAD has been essential in designing, modelling, simulating and tooling throughout development process manufacturing companies. Industrial designers and engineers use it there have been conflicts and designer and engineering designer, with 13 years of indubackground in industrial/product design,designers and engineering designers because of different CAD tools and working styles. designer’s return to academeducation didn’t appropriately reflect the actual industry situation. suggestions and recommendations for courses in higher education spend too much time on how to use CAD tools rather than how to design with CAD tools. The ultimate goal of CAD training courses

engineers who can improve efficiency in proThus CAD training courses need to be connected with Then, how can future product designers related to CAD training

has been designed, power user of CAD tools in product design practice. The course was titled and has been taught for 1industrial design major. It has been

running. It has been an electivedesign majors from 2014. Before taking this course, most students take basic design courses related to design elements and principles such as form

his article aims to introduce a newly developed CAD training coursecourse content and structuretime implementation with achievementresults or quantitative evidence on CAD education. Instead, developed and taughteducation, reflecting actual design

CAD; Trends, problems and criticismEducation for CAD has schools emphasize shape and appearance with production of

DESIGN CONFERENCE May 19 - 22, 20


CAD education, product design, industrial design

essential in designing, modelling, simulating and tooling throughout

development process [Hoffmann 1989]manufacturing companies. Industrial designers and engineers use it there have been conflicts and inefficiencydesigner and engineering designer, with 13 years of indubackground in industrial/product design,designers and engineering designers because of different CAD tools and working styles.

academia showedt appropriately reflect the actual industry situation.

suggestions and recommendations for courses in higher education spend too much time on how to use CAD tools rather than how to design with CAD tools. The ultimate goal of CAD training courses

who can improve efficiency in proThus CAD training courses need to be connected with Then, how can future product designers

training be solvehas been designed, reflecting

power user of CAD tools in product design practice. The course was titled and has been taught for 1st semesterindustrial design major. It has been

running. It has been an electivefrom 2014. Before taking this course, most students take basic design courses related to

design elements and principles such as formaims to introduce a newly developed CAD training course

course content and structure, as well as some time implementation with achievementresults or quantitative evidence on CAD education. Instead, developed and taught, by which design educators and researchers could have insight into a better CAD

reflecting actual design

CAD; Trends, problems and criticismEducation for CAD has followed the disciplinaryschools emphasize shape and appearance with production of

DESIGN CONFERENCE - DESIGN 20, 2014.

HOW TO TEACH 3D CAD TO PRODUCT DESIGN STUDENTS PROVIDING INTEGRATED DESIGN


essential in designing, modelling, simulating and tooling throughout Hoffmann 1989], [Delchambre 1996

manufacturing companies. Industrial designers and engineers use it inefficiency in design process

designer and engineering designer, with 13 years of indubackground in industrial/product design, observed fdesigners and engineering designers because of different CAD tools and working styles.

showed that the CAD t appropriately reflect the actual industry situation.

suggestions and recommendations for creating acourses in higher education spend too much time on how to use CAD tools rather than how to design with CAD tools. The ultimate goal of CAD training courses

who can improve efficiency in proThus CAD training courses need to be connected with Then, how can future product designers be trained

e solved? With these questions, a CAD course for industrial/product design reflecting the experience

power user of CAD tools in product design practice. The course was titled semester students of 2

industrial design major. It has been implementedrunning. It has been an elective course and will be changed to a required one for industrial

from 2014. Before taking this course, most students take basic design courses related to design elements and principles such as form giving and visual design language.

aims to introduce a newly developed CAD training courseas well as some

time implementation with achievements throughout the course.results or quantitative evidence on CAD education. Instead,

by which design educators and researchers could have insight into a better CAD reflecting actual design practice.

CAD; Trends, problems and criticismfollowed the disciplinary

schools emphasize shape and appearance with production of

DESIGN 2014

TO PRODUCT DESIGN NTEGRATED DESIGN


essential in designing, modelling, simulating and tooling throughout [Delchambre 1996

manufacturing companies. Industrial designers and engineers use it in design process

designer and engineering designer, with 13 years of induobserved frequent time consum

designers and engineering designers because of different CAD tools and working styles. that the CAD training

t appropriately reflect the actual industry situation. creating a better

courses in higher education spend too much time on how to use CAD tools rather than how to design with CAD tools. The ultimate goal of CAD training courses

who can improve efficiency in product designThus CAD training courses need to be connected with the

be trained through CAD courses? How can existing problems h these questions, a CAD course for industrial/product design

experience of power user of CAD tools in product design practice. The course was titled

students of 2nd year or 3implemented four times so far since 2011 and the fifth time course

course and will be changed to a required one for industrial from 2014. Before taking this course, most students take basic design courses related to

giving and visual design language.aims to introduce a newly developed CAD training course

as well as some pedagogicalthroughout the course.

results or quantitative evidence on CAD education. Instead, by which design educators and researchers could have insight into a better CAD

CAD; Trends, problems and criticism followed the disciplinary-oriented development of CAD technologies

schools emphasize shape and appearance with production of

4



essential in designing, modelling, simulating and tooling throughout [Delchambre 1996]. It is everywhere in industry, especially

manufacturing companies. Industrial designers and engineers use it every dayin design processes related to CAD works.

designer and engineering designer, with 13 years of industry experience using 3D CAD tools, and a requent time consum

designers and engineering designers because of different CAD tools and working styles. training courses for industrial designers in higher

t appropriately reflect the actual industry situation. better CAD training course, it see

courses in higher education spend too much time on how to use CAD tools rather than how to design with CAD tools. The ultimate goal of CAD training courses should

design and development utilizing CAD tools. the design process.

through CAD courses? How can existing problems h these questions, a CAD course for industrial/product design

of the product/engineering designerpower user of CAD tools in product design practice. The course was titled

year or 3rd quarter students of 1four times so far since 2011 and the fifth time course


giving and visual design language.aims to introduce a newly developed CAD training course

pedagogical methods, and report the results of throughout the course. It does

results or quantitative evidence on CAD education. Instead, it reportby which design educators and researchers could have insight into a better CAD

oriented development of CAD technologiesschools emphasize shape and appearance with production of aesthetic


essential in designing, modelling, simulating and tooling throughout It is everywhere in industry, especially

every day in their work. Howeverrelated to CAD works.

stry experience using 3D CAD tools, and a requent time consumption

designers and engineering designers because of different CAD tools and working styles. courses for industrial designers in higher

t appropriately reflect the actual industry situation. Although there have been good CAD training course, it see

courses in higher education spend too much time on how to use CAD tools rather than how to design should be to raise competent designers and development utilizing CAD tools.

design process. through CAD courses? How can existing problems

h these questions, a CAD course for industrial/product design product/engineering designer

power user of CAD tools in product design practice. The course was titled ‘3D CAD & quarter students of 1

four times so far since 2011 and the fifth time course course and will be changed to a required one for industrial

from 2014. Before taking this course, most students take basic design courses related to giving and visual design language.

aims to introduce a newly developed CAD training course, including design rationales, , and report the results of

It doesn’t aim to show any experiment reports how th

by which design educators and researchers could have insight into a better CAD

oriented development of CAD technologiesaesthetic and photorealist

essential in designing, modelling, simulating and tooling throughout the It is everywhere in industry, especially

in their work. Howeverrelated to CAD works. An industrial

stry experience using 3D CAD tools, and a ption between industrial

designers and engineering designers because of different CAD tools and working styles. courses for industrial designers in higher

lthough there have been good CAD training course, it seems that

courses in higher education spend too much time on how to use CAD tools rather than how to design be to raise competent designers

and development utilizing CAD tools.


product/engineering designer who was a3D CAD & Prototyping

quarter students of 1st year in four times so far since 2011 and the fifth time course


including design rationales, , and report the results of

t aim to show any experiment how this course has been


oriented development of CAD technologiesphotorealistic

the product It is everywhere in industry, especially in

in their work. However, An industrial

stry experience using 3D CAD tools, and a between industrial

designers and engineering designers because of different CAD tools and working styles. This courses for industrial designers in higher

lthough there have been good ms that these

courses in higher education spend too much time on how to use CAD tools rather than how to design be to raise competent designers

and development utilizing CAD tools.


who was a Prototyping’

year in an four times so far since 2011 and the fifth time course


including design rationales, , and report the results of the four-

t aim to show any experiment has been


oriented development of CAD technologies. Design ic images,

DESIGN EDUCATION 1399

whereas engineering schools focus more on mathematical principle, FEM and simulation [Ye et al. 2004]. These differences have caused problems because there has been little sharing between the disciplines, even though they have to share their data and tasks in actual product design practice. This section briefly reviews the developmental trends of 3D CAD tools and their characteristics, CAD-related problems in industry, and the educational situation of CAD.

2.1 CAID vs. CAD; industrial designers’ tool vs. engineering designers’ tool The development of commercial 3D CAD tools mirrors the product development process, in which different tools are used for different design stages. With a simple categorization, there are 3D CAD tools for industrial design work, usually called CAID tools (e.g. [Associates 2012], [Autodesk 2013], [Autodesk 2013]), and tools for engineering or engineering design work (e.g. [PTC 2013], [Siemens 2013], [Systems 2013]). The characteristics of CAID tools can be explained with surface modelling and photorealistic rendering functions. Designers have freedom to handle surface features, and can produce flashy images of 3D CAD models. However, CAID generally doesn’t have functions for dimensioning, tolerance control, assembling and imposing physical parameters, as industrial designers focus on the aesthetics and rarely pay attention to dimension and scale. When they create a 3D CAD model, they pay more attention to creating detailed surfaces for certain features than figuring out relationships between volumes. That seems to happen due to the limited choices that designers must take within surface modelling. This doesn’t accord with the designerly way of form giving in the physical world. In industrial design school, students usually study form giving in their first year. Its essence is on building relationships among dominant, subdominant, and subordinate forms [Hannah 2002]. They are trained to handle forms as connections of volumes with forces rather than surfaces that compose a volume. However, commercial CAID tools don’t appropriately adopt this kind of concept, because of the surface modelling method. This forces industrial designers to adapt themselves to a different way of the form giving process from what they do in the physical world. Thus, CAID doesn’t do well at supporting tasks in product development, except presenting visual images of design concepts. 3D CAD tools for engineering designers have different aspects. Contrasting to CAID tools, they are solid modellers. They have been developed to support detail design and manufacturing in product development. They are necessary for simulation. Interference checks, mechanical motion studies, stress analyses, and so on, can be performed. Comparing the material properties of a CAID tool that only provides visual appearance of a specific material, a CAD tool provides physical properties such as weight, density and etc. The tools have two different modes. Part modelling constructs pieces which can then be used in the assembly model to build a complete product or system. This can go on to be tested in terms of assembling, disassembling, kinematic study, and so on. Engineering drawing functions for communication and manufacturing processes after detail design are also provided. To sum up, CAID tools have been developed to represent the industrial designer’s visual concept of a product effectively, with freeform building and photorealistic functions, whereas CAD tools equipped with solid modelling and simulation functions have been developed for supporting product development, including the detail design, testing and manufacturing phases. While the data compatibility between the two has increased, in many cases, their working flows are not well lined-up in industry, when industrial designers and engineering designers use different tools. As CAID tools focus on visualization of design concept, industrial designers’ work frequently loses the sense of reality, and rarely considers the components structural relationships. The models produced have a lack of information related to tolerance, dimensions, assembling and manufacturing, and don’t much consider the following design engineering phases. Because of this, most surface modelling data that industrial designers produced cannot be directly used by engineering designers in a detail design phase. They regenerate the outside shape with their own tools, causing extra time consumption and conflicts between the two groups. These conflicts happen frequently, as during the design phase there can be modifications to the outside shape due to the rearrangement of inside components. The solid model data that engineering designers generate should be sent back to the industrial designers for modifications, who often cannot handle it. The resending of surface and solid model data happens repetitively through common exchange file format such as IGES [Smith and Wellington 1986], and

1400 DESIGN EDUCATION

Step [ISO 2012]. Even though they can share the data, this process itself causes conflicts and inefficiency.

2.2 Educational issues on CAD training 3D CAD training programs in higher education cannot avoid the responsibility in this current situation. Most art-based design schools instruct the surface modelling techniques [Unver 2006], although some design schools have started to teach solid modelling [Aldoy and Evans 2011] The fact that one is very knowledgeable on a CAD tool and its commands doesn’t mean that one knows how to design or do design engineering with it. Most CAD reference books contain how to use the tools and commands rather than touch on the strategies for designing or doing design engineering with them. To look at the cause from another perspective; education with lack of practical experience limits the utilization of computer technology [Coyne et al. 2002]. CAD instructors who have less experience in actual product design practice with CAD tools could hardly teach highly procedural knowledge on the design practices supported by these tools. They could not help teaching more declarative knowledge such as mathematic principles on CAD. The procedural knowledge they could teach would be limited to how to use commands, rather than strategies and approaches to designing with them. As a result, students in higher education could not utilize enough the possibilities of 3D digital tools [Aldoy and Evans 2011].

2.3 Criticism to new approaches Some proposed ideas by researchers also seem to be lacking the holistic view of product design and product development procedures. Reverse engineering attempts to have precise modelling data by digitizing an original physical model have been made [Lee and Woo 2000], [Benko wt al. 2002], [Fisher 2004]. However, adopting reverse engineering technology in the industrial design phase is time consuming, especially when a new design project is undergoing, thus a new shape needs to be created. Reverse engineering technology is mostly useful in the industrial design phase when they want to replicate existing products, such as competitors’ products whose data is not affordable, and to regenerate 3D data from existing products when they lost the original data or the original data is 2D. Thus, the idea of adopting reverse engineering technology in the concept design phase fails to reflect the actual design process in practice. While it has been sometimes needed in the automotive industry, rarely does a product design process require an accurate physical model in the concept design phase. The initial form created by industrial designers undergoes iterative change through later procedures. As most industrial designers are trained to differentiate aesthetic shape, either of physical or digital model making, they directly generate a digital form with 3D CAD tools at first, and then fabricate a physical model utilizing digitalized machining tools to review their design concept with a tangible object. This is an opposite procedure to what reverse engineering advocates propose.

2.4 CAD in industry Product design cannot be explained with either industrial design or engineering design, but needs a holistic and integrated approach of both [Roozenburg and Eekels 1995], [Cross 2008]. Engineering designers sometime view industrial design as artistic design [Pahl et al. 2007], [Eder 2012], as industrial designers in the automotive industry, called ‘car stylists’, focus much on aesthetic value. However, most mid-complex engineered consumer product domains, where the majority of industrial designers engage, require their contribution throughout the product development process [Ulrich and Eppinger 2012]. This implies the overlapping and sharing of tasks and data between industrial designers and engineering designers. Leading companies in this field have started to use the same tool for the concept design and detail design phases. According to a recent study on the actual design process, and the interaction between industrial designers and engineering designers, three out of six leading companies in consumer electronic products in Korea have adopted the same 3D CAD tool policy between the two groups [Kim and Lee 2014]. All tools are feature-based parametric solid modellers. This change is attributed to the


companies’and workinConsidering the old concurrent engineering principle, ithe common CAD platform policy. It has been more or less believed that industrial design is not topic formodellingadapt themselves [Systems 2013]tools [Luxion 2013]

3. Course design and executionThe course is named integrated knocompleted thesemester students in five times so far, through which the contents and course structure have been gradually this section, the principles and rationales of schedule

3.1 Course design directionThe course design direction experience in product development, 2) adopting employing

3.1.1 Providing Industrial designers need to understand basic engineering design concepts in order to avoid problems[Field 2004]designing both experience ofmultiple components, generate assemblemodels utilizing CAD tools understand how their designing acmanufacturing phases. Therefore[Asperl 2005]Figure 1through from concept design to testing and prototyping throughout the course.

companies’ endeavourand working styles that they experienced.Considering the old concurrent engineering principle, ithe common CAD platform policy. It has been more or less believed that industrial design is not

for concurrent engineering. Nowadays statmodelling functions,adapt themselves from[Systems 2013] and independent rendering software ha

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to overcome the conflicts and time g styles that they experienced.

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for the physical world. If students can adopt the formnother course on basic principle

when students start to build a form, they need to identify positive and negative volumestheir connection and transformation. This is the first stag

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Figure 2. Top

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modelling strategy is employed, divided into small parts to be elaborated as functional componentsapproach, students can determine the overall shape firstnext. As the detail parts are driven

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modelling approach. All components are extracted from the master model and saved and assembled again in an assembly modelling mode. Then, the final simulation such as interference che

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approach. All components are extracted from the master model and saved and assembled again in an assembly modelling mode. Then, the final

such as interference che

3.2 Teaching approach and course schedulingSolidWorks has been used for this course because it provides enough necessary functions for running

friendly interface, part

giving principlesis not well matched with

physical world. If students can adopt the forms of design, they can more easily adapt themselves to CAD tools.

when students start to build a form, they need to identify positive and negative volumestheir connection and transformation. This is the first stage to define an overall shape of a product.

down and bottom-up modelling approach

up modelling strategiesproduct design process can be viewed as a developmental process of outside form and inside

2007], whichlayout should be


is employed, where designers create a big volume firstts to be elaborated as functional components

approach, students can determine the overall shape firstfrom the overall or bigger shape, there is little risk of overlapping

final outcome of topessary components. This model is called

and will be usedbuilding an assembly model. The assembly model can be easily generated from the maste


such as interference check, assembling check, motion study, etc

3.2 Teaching approach and course scheduling SolidWorks has been used for this course because it provides enough necessary functions for running

friendly interface, part modelling, assembly modelling,

giving principles is not well matched with ind

physical world. If students can adopt the form giving principles that they learn from , they can more easily adapt themselves to CAD tools.

when students start to build a form, they need to identify positive and negative volumese to define an overall shape of a product.

up modelling approach

up modelling strategies product design process can be viewed as a developmental process of outside form and inside

which are closely linked and influence each other. should be considered


where designers create a big volume firstts to be elaborated as functional components

approach, students can determine the overall shape first, and the cofrom the overall or bigger shape, there is little risk of overlapping

final outcome of top-down modelling is a complete part essary components. This model is called

and will be used in further operation for modification and building an assembly model. The assembly model can be easily generated from the maste


ck, assembling check, motion study, etc

SolidWorks has been used for this course because it provides enough necessary functions for running modelling, assembly modelling,

industrial designersgiving principles that they learn from

, they can more easily adapt themselves to CAD tools. when students start to build a form, they need to identify positive and negative volumes

e to define an overall shape of a product.

up modelling approach

product design process can be viewed as a developmental process of outside form and inside are closely linked and influence each other.

ed, and the connection structure them should be determined under careful consideration of both. Regarding the importance of

the two parts and their roles, students need to experience the development of form and layout together. where designers create a big volume first

ts to be elaborated as functional components [Ye et al. connection of compositional parts

from the overall or bigger shape, there is little risk of overlapping down modelling is a complete part

essary components. This model is called a ‘master modelfurther operation for modification and

building an assembly model. The assembly model can be easily generated from the masteapproach. All components are extracted from the master model and saved

and assembled again in an assembly modelling mode. Then, the final ck, assembling check, motion study, etc

SolidWorks has been used for this course because it provides enough necessary functions for running modelling, assembly modelling,

ustrial designers’ way of formgiving principles that they learn from

, they can more easily adapt themselves to CAD tools. when students start to build a form, they need to identify positive and negative volumes



, and the connection structure them should be determined under careful consideration of both. Regarding the importance of

the two parts and their roles, students need to experience the development of form and layout together. where designers create a big volume first, which is again

2004]. Through this nnection of compositional parts

from the overall or bigger shape, there is little risk of overlapping down modelling is a complete part

master model’ which plays a further operation for modification and

building an assembly model. The assembly model can be easily generated from the masteapproach. All components are extracted from the master model and saved

and assembled again in an assembly modelling mode. Then, the final assembled model ck, assembling check, motion study, etc. (F

SolidWorks has been used for this course because it provides enough necessary functions for running modelling, assembly modelling, engineering

way of form giving principles that they learn from

, they can more easily adapt themselves to CAD tools. when students start to build a form, they need to identify positive and negative volumes, and



, and the connection structure them should be determined under careful consideration of both. Regarding the importance of

the two parts and their roles, students need to experience the development of form and layout together. which is again . Through this

nnection of compositional parts from the overall or bigger shape, there is little risk of overlapping

down modelling is a complete part which plays a

further operation for modification and building an assembly model. The assembly model can be easily generated from the master models

approach. All components are extracted from the master model and saved ed model

Figure 2).

SolidWorks has been used for this course because it provides enough necessary functions for running engineering.


Table 1. Course schedule and contents Week Approach Contents

Week 1 Understanding

(1.5 weeks)

<Course overview> Relationship between CAD & design process

<Basic principles of 3D modelling> - Characteristics of feature-based parametric modelling

- Relations between elements and degree of freedom

Week 2

<Basic modelling concept> - Extrude, revolve, sweep, loft

- Virtual modelling training with pen-paper method

Analysis (2.5 weeks)

<Simple object modelling> - Analysing and copying professor's modelling procedure: USB stick & MP3

player / - Modelling students’ own USB stick and MP3 player

Week 3

<Advanced modelling> - Advanced modelling tips & knowhow / - Top-down modelling

- Analysing and copying professor's modelling procedure : two chairs <Advanced modelling>

- Different modelling approaches to a same product - Analysing and copying professor's modelling procedure : three mice

Week 4

<Assembly & motion> - Relationship between a part model and an assembly model

- Assembling model with USB stick and mouse - Mechanical motion study / - Simulation: interference check

<Engineering Drawing & Rendering> - Types of engineering drawings / - Rendering method

Week 5

Application (3.5 weeks)

<Project I: Modelling an existing product> - Product selection criteria: composed of more than 20 different parts

- Well balanced with prismatic & curvy shapes - Complete all steps: part modelling, assembling modelling, rendering,

engineering drawing

Week 6 Week 7

Week 8 Project I Presentation

Week 9

Understand (2 weeks)

<Introduction to prototyping> - Overview of the later part of the course

- Basic electronics: types of electrical/electronic components, soldering techniques

<laser cutting> - Basic principle of laser cutting and relationship with 3D CAD data

- laser cutting exercise

Week 10

<Machining> - Basic principle of CNC milling and relationship between 3D CAD data

- CNC milling exercise <Rapid Prototyping>

- Basic principle of Rapid Prototyping and relationship between 3D CAD data - Rapid Prototyping exercise

Week 11

Creation (5.5 weeks)

<Project II: designing and prototyping a product> Goal: Making a working prototype utilizing the knowledge learned so far

Criteria: the prototyped product should - be mechanical as well as electrical,

- have more than 20 components, - be creative, interesting and attractive,

- be functioning, assembling and dissembling - be perfect on surface finishing

* Not considering utility and usability of the product

Week 12

Week 13

Week 14

Week 15

Week 16 Demonstration and presentation


drawing, simulation, and rendering functions. To train students effectively, two strategies have beenemployedlecture was which students models through a form rather than command knowledge. The other strategy is to have them apply what they learned to create their own models2008]. Thuswith CAD, and 2) developing a working prototype utilizing design and design engineering knowledge. Eight weeks,minutes per class.

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Figure

As most featurevirtual modelling training without an actual CAD tool is useful to teach students procedural knowledge on modelling itself.Learning through analysis (2.5 weeks):their knowledge. It

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was deliveredwhich students analysemodels through copying a form rather than command knowledge. The other strategy is to have them apply what they learned to create their own models

. Thus, the whole course is divided into two phases; 1) design and design engineering training with CAD, and 2) developing a working prototype utilizing design and design engineering knowledge. Eight weeks, or a half minutes per class.

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is adopted, combination of the modelliprocedures on papers instead of utilizing a computer (

Figure 3. Virtual

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ed in each class, sample 3D model data related to the teachinganalysed procedural copying the instructor’s

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the whole course is divided into two phases; 1) design and design engineering training with CAD, and 2) developing a working prototype utilizing design and design engineering knowledge.

half semester

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design process, four basic basic modelling procedures for simple objects are taught.

is adopted, with which modelling concepts and procedures

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Virtual modelling

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each class, sample 3D model data related to the teachingd procedural sequencethe instructor’s strategies. In this way, they learn

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the whole course is divided into two phases; 1) design and design engineering training with CAD, and 2) developing a working prototype utilizing design and design engineering knowledge.

ester, are assigned to each phase. One week has two


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design process, and to teach them what concepts are applied and what procedures are needed for CAD modelling

design process and their relationship are firstly dealt with. Then, how taught, and related ex

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modelling training with pen

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training with pen-paper method: a student work in 2012


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next time collthe whole course is divided into two phases; 1) design and design engineering training


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nderstanding, learning The detailed descriptions are below.


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strategy to build a form rather than command knowledge. The other strategy is to have them apply what they learned to

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ing, learning The detailed descriptions are below.


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assembly & motion, and engineering drawing & rendering. Each section introduces related commands and then teache

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ed to analyse to quickly acquire knowledge developed by an expert. The models provided

memory stick thirty steps in the

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assembly & motion, and engineering drawing & rendering. Each section introduces related commands and then teaches procedural

lecture and half exercise are the main teaching format. Also, delivered by showing that objects around us can be expressed with negative volumes. Instead of attention on teaching how to use commands, modelling sequences with one or two example models are demonstratedbuilding 3D models, how to start with scale and dicovered. For the exercise and home assignment,

the modelling strategies and copy them. This to quickly acquire knowledge developed by an expert. The models provided

memory stick and an MP3 playersteps in the history list.

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Figure 4

Figure 5.

two sections are assembly and motion, and engineering drawcompleted, assembly modelling and engineering drawing data can be easily

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are shown with five mechanical modelsPhotoview360 [Systems 2013]

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(Figure 4). They are simplethe advanced modelling section, five complex 3D models are

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Sample models for simple part modelling

Sample models for advanced part modelling

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tutorials are given

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progress. productsmodelling the overall shapeit, they take pictures of the products from at least three views; front, side, and topused as reference images to define the overall outside shape in 3D CAregarded as designersadjust the 2D product images with image processing software such as Photoshop

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3.2.2 Developing a working prototype utilizing design and design engineering knowledgeThe other eight weeks are designed to provide students with the integrated product design experiencefully utilizing CAD and through understandingdigital data. During the next five and working prototypes, which shouLearning through understanding (2 weeks):related knowledgeto transfer themrapid prototypingtechnicianslathes. Also

progress. Emphasis isproducts, and top-down modelling strategy overall. Students are asked to plan a sequential strategy for modelling the overall shapeit, they take pictures of the products from at least three views; front, side, and topused as reference images to define the overall outside shape in 3D CAregarded as designersadjust the 2D product images with image processing software such as Photoshop

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trouble because of conflicts among designers and can be rerelationship among components. In this processraise application ability.

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s is repeatedlydown modelling strategy overall. Students are asked to plan a sequential strategy for

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Figure 6.


because of conflicts among s and can be re-determined by themselves

relationship among components. In this processraise application ability.

Developing a working prototype utilizing design and design engineering knowledgeThe other eight weeks are designed to provide students with the integrated product design experiencefully utilizing CAD and the design related knowledge they learned. It conthrough understanding, and creation. digital data. During the next five and working prototypes, which should be demonstrated Learning through understanding (2 weeks):

including what file formats are needed for a are taught. Demonstrations of soldering electronic are made. To two-hour training

small project utilizing a laser cutter

repeatedly given to the down modelling strategy overall. Students are asked to plan a sequential strategy for

as they did with it, they take pictures of the products from at least three views; front, side, and topused as reference images to define the overall outside shape in 3D CA

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. Sample models for mechanical motion study


because of conflicts among thesedetermined by themselves

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Figure

Developing a working prototype utilizing design and design engineering knowledgeThe other eight weeks are designed to provide students with the integrated product design experience

design related knowledge they learned. It conand creation. The first two weeks cover knowledge about manufacturing with

digital data. During the next five and a half weekld be demonstrated

Learning through understanding (2 weeks):including what file formats are needed for a

are taught. Demonstrations of soldering electronic are made. To help students

hour training course osmall project utilizing a laser cutter

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sketches or renderings on papers in actual design practice. Sometimeadjust the 2D product images with image processing software such as Photoshop

Sample models for mechanical motion study

After that, they dissemble all components and measure theirare used later to define the shape in 3D CAD space. When students stick to

these, they are tolddetermined by themselves; the important thing is to keep the structural

relationship among components. In this process, students

Figure 7. Student works


design related knowledge they learned. It conhe first two weeks cover knowledge about manufacturing with

half weeks, student teams ld be demonstrated on the final

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are taught. Demonstrations of soldering electronic students become familiar

on general milling machines and small project utilizing a laser cutter is given to student teams.

cation of positive and negative volumes from the down modelling strategy overall. Students are asked to plan a sequential strategy for

paper method in the early phase. When they have it, they take pictures of the products from at least three views; front, side, and topused as reference images to define the overall outside shape in 3D CA

ers in actual design practice. Sometimeadjust the 2D product images with image processing software such as Photoshop


their importanthen students stick to

they are told the dimensions were determined by other the important thing is to keep the structural

students assimilate the knowledge

Student works


design related knowledge they learned. It conhe first two weeks cover knowledge about manufacturing with

, student teams ofthe final class day.

Manufacturing procedures utilizing 3D CAD data and including what file formats are needed for a particular

are taught. Demonstrations of soldering electronic familiar with the machining tools and methods,

general milling machines and given to student teams.

of positive and negative volumes from the down modelling strategy overall. Students are asked to plan a sequential strategy for

paper method in the early phase. When they have it, they take pictures of the products from at least three views; front, side, and topused as reference images to define the overall outside shape in 3D CAD. The 2D images taken are

ers in actual design practice. Sometimeadjust the 2D product images with image processing software such as Photoshop [Adobe 2013]


important dimensions. These dimensions hen students stick to accurate

the dimensions were determined by other the important thing is to keep the structural

assimilate the knowledge


design related knowledge they learned. It consists of two parts; learning he first two weeks cover knowledge about manufacturing with

of two to three members develop day.

Manufacturing procedures utilizing 3D CAD data and particular manufacturing tool and how

are taught. Demonstrations of soldering electronic componentswith the machining tools and methods,

general milling machines and both general and CNC given to student teams.


paper method in the early phase. When they have it, they take pictures of the products from at least three views; front, side, and top views, which will be

The 2D images taken are ers in actual design practice. Sometimes,

[Adobe 2013]

dimensions. These dimensions accurate dimensions and


assimilate the knowledge they acquir

Developing a working prototype utilizing design and design engineering knowledge The other eight weeks are designed to provide students with the integrated product design experience

sists of two parts; learning he first two weeks cover knowledge about manufacturing with

two to three members develop

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components, laser cutting, with the machining tools and methods,

both general and CNC


paper method in the early phase. When they have views, which will be

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[Adobe 2013].

dimensions. These dimensions dimensions and


acquired and

The other eight weeks are designed to provide students with the integrated product design experience, sists of two parts; learning

he first two weeks cover knowledge about manufacturing with two to three members develop

Manufacturing procedures utilizing 3D CAD data and manufacturing tool and how

, laser cutting, and with the machining tools and methods,

both general and CNC


Learning through creation (5.5 weeks):member prototype passingprocesses. To this end, they should fully utilize the knowledge that they have learnedown approaches and strategies. Furthermore, teamwork is emphasized actual design process in

Goals

Criteria for the p

The class runs ontheir progress, each teamdemonstration of the prototype

Learning through creation (5.5 weeks):member student teamprototype passing through theprocesses. To this end, they should fully utilize the knowledge that they have learnedown approaches and strategies. Furthermore, teamwork is emphasized actual design process in

Goals o To develop a o To learn teamwork in product development

Criteria for the po To be both mo To be composed of o To be co To be fo To be po Not to

he class runs on a tutorial basis. Even though every class requires their progress, each teamdemonstration of the prototype

Figure

Learning through creation (5.5 weeks):student team carries out a product development project. They should build a

through the idea generation, 3D CAD processes. To this end, they should fully utilize the knowledge that they have learnedown approaches and strategies. Furthermore, teamwork is emphasized actual design process in industry

To develop a creative To learn teamwork in product development

Criteria for the product be both mechanical and electrical

o be composed of o be creative, interesting and attractiveo be functioning, assembling and do be perfect on the surface finishingot to consider utility and usability

tutorial basis. Even though every class requires their progress, each team’s work demonstration of the prototype’s functionali

Figure 8. ‘Toy car

Figure 9.

Learning through creation (5.5 weeks): This is the final stage of the course out a product development project. They should build a

idea generation, 3D CAD processes. To this end, they should fully utilize the knowledge that they have learnedown approaches and strategies. Furthermore, teamwork is emphasized

is always collaborative.

creative product To learn teamwork in product development

echanical and electrical o be composed of more than 20 components

reative, interesting and attractiveunctioning, assembling and derfect on the surface finishing

consider utility and usabilitytutorial basis. Even though every class requires

s work is self-regulats functionality, assembling and dissembling.

Toy car’ in 2011: from concept design to working prototype

. A working prototype

This is the final stage of the course out a product development project. They should build a

idea generation, 3D CAD processes. To this end, they should fully utilize the knowledge that they have learnedown approaches and strategies. Furthermore, teamwork is emphasized

collaborative.

product from idea generation to prototypingTo learn teamwork in product development

echanical and electrical more than 20 components

reative, interesting and attractive unctioning, assembling and dissemblingerfect on the surface finishing

consider utility and usability tutorial basis. Even though every class requires

regulated. On the final dty, assembling and dissembling.

: from concept design to working prototype

prototype of

This is the final stage of the course out a product development project. They should build a

idea generation, 3D CAD modeling, processes. To this end, they should fully utilize the knowledge that they have learnedown approaches and strategies. Furthermore, teamwork is emphasized

The project brief is

idea generation to prototypingTo learn teamwork in product development

more than 20 components

issembling

tutorial basis. Even though every class requires givingthe final day, each team is asked to make

ty, assembling and dissembling.


of ‘Lotus light

This is the final stage of the course in whichout a product development project. They should build a

detail design andprocesses. To this end, they should fully utilize the knowledge that they have learnedown approaches and strategies. Furthermore, teamwork is emphasized [Chester 2008]

The project brief is as follows

idea generation to prototyping

giving student teams feedback ay, each team is asked to make

ty, assembling and dissembling.


Lotus light’ in 2012

in which each two to three out a product development project. They should build a

detail design and manufacturing processes. To this end, they should fully utilize the knowledge that they have learned, and devise their

[Chester 2008] because the follows:

idea generation to prototyping

student teams feedback ay, each team is asked to make


two to three out a product development project. They should build a working

manufacturing and devise their

because the

student teams feedback on ay, each team is asked to make a


4. Reflection and discussion A newly developed CAD training course has been introduced at the author’s institution. During the four times it has been implemented, the contents and teaching methods have been elaborated. One very noticeable phenomenon is that enrolment has increased, from six in the first two courses, to thirteen, twenty six and then now to thirty eight. Some students have personally asked the instructor if they could take this course. Some students who took this course have made remarkable achievements. One student won the first prize and another placed third at the 13th National CAD Modelling Competition in 2012, as a maiden entry from this institution. Another student placed first again in 2013. Some other students from this course have also won awards in other competitions. Some students taking this course have had remarkable performances in other design studio and project-oriented courses. They have played a key role in team projects. In addition to academic achievement, a few students have been involved in actual product development projects. Since the fourth implementation of this course, students have been surveyed on their first and last day for their reasons for taking it, and on what they achieved throughout the course, respectively. Most mentioned that they wanted to be competent on CAD and product design, and that they had heard this course was tough but rewarding. Their responses to the achievement throughout this course were positive. Most of them mentioned that they have learned how to implement the design idea in their mind. So far, CAD tools have been developed in a task-based and disciplinary-oriented direction. Many thought that one type of tools were good for industrial designers and the other for engineering designers. Most CAD training courses in higher education have also not considered the integrated approach. Design schools emphasized on the production of photorealistic images, whereas engineering focused more on mathematical principles and simulation, but both have somehow failed to reflect the actual CAD related design practice. With the awareness of these problems a new CAD training course for product design students, has been developed and implemented, based on industry experience and researchers’ recommendations. Three principles were applied as follows; 1) providing a holistic and integrated experience in product development, 2) adopting a designerly way of using the form giving principle and 3) employing top-down & bottom-up modelling strategies. It seems that CAD related courses are not easy to teach because the contents require highly procedural knowledge from product design and development practice. Without practical experience, the teaching would rely on the command knowledge or mathematical principles behind the operation, as these can be acquired without practical experience. Designers often use CAD tools in limited ways in practice, and have to relearn practical knowledge on CAD again for their first and second year in companies. The dichotomized CAD education between industrial design and mechanical engineering is problematic. We rarely see industrial design departments teach how to construct inside components and build functional prototypes, or see mechanical engineering departments educate on how to design and determine overall shape, and produce rendering images. Considering product design and development proceed under the interaction between and contribution by both industrial designers and engineering designers, CAD education should provide the holistic and integrated experience of product design. This article will give meaningful insight into the direction to CAD instructors and design researchers.

Acknowledgement This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government (NRF-2012S1A5A8024274).

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