Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

PDF papers
References

Hits 1 to 2 of 2

Reformat results as: short short into frame detailed detailed into frame

_id	07da
authors	Wohlers, T.
year	1995
title	3D Digitizers for Engineering
source	Computer Graphics World, (March 1995), p. 112-115
summary	3D digitizing systems permit you to create a digital model from a physical part. The process is appealing because it can be difficult to create models of complex objects using computer tools without the aid of a 3D input device. Recreating an existing part from scratch, even with a computer, is like copying a printed page by retyping it. Although 3D digitizers are not as straightforward as a photocopy machine, the intent is the same. You can render and print a digitized model to communicate shape information, extract dimensions from it to show size information, and use the 3D database to manufacture a replica using rapid prototyping (RP) and CNC machines. You can also include the 3D model in multimedia or animation software as a learning or assembly aid. The challenge of the digitization process in manufacturing is to capture adequate detail and resolution. Adding a digitized model to a Hollywood film is often much easier than reverse engineering a part for prototyping or manufacturing. The only criteria for a movie or TV commercial is whether or not it looks good. No one from the audience measures the object to see if it meets a given tolerance. In manufacturing, RP and CNC machines require clean, complete, and accurate information. If areas on the model are incomplete or missing, it may be difficult or impossible to build the part. If edges, grooves, and features of the part are not fine and crisp, the results may be less than satisfactory. Most 3D digitizing systems are best at digitizing organic shapes such as free-form sculpted surfaces. When you see an advertisement or a catalog from companies offering digitized models, often you see objects such as human anatomy, animals, bones, skeletons, and so on. You may also see cars, trucks, motorcycles and airplanes, although they can be more difficult to digitize. Highly engineered parts, such as enclosures for electronic devices are usually the most difficult for 3D digitizers. That's why these systems aren't used widely for the reverse engineering of precision mechanical parts.
series	journal paper
last changed	2003/04/23 15:50

_id	sigradi2008_049
id	sigradi2008_049
authors	Benamy, Turkienicz ; Beck Mateus, Mayer Rosirene
year	2008
title	Computing And Manipulation In Design - A Pedagogical Experience Using Symmetry
source	SIGraDi 2008 - [Proceedings of the 12th Iberoamerican Congress of Digital Graphics] La Habana - Cuba 1-5 December 2008
summary	The concept of symmetry has been usually restricted to bilateral symmetry, though in an extended sense it refers to any isometric transformation that maintains a certain shape invariant. Groups of operations such as translation, rotation, reflection and combinations of these originate patterns classified by modern mathematics as point groups, friezes and wallpapers (March and Steadman, 1974). This extended notion represents a tool for the recognition and reproduction of patterns, a primal aspect of the perception, comprehension and description of everything that we see. Another aspect of this process is the perception of shapes, primary and emergent. Primary shapes are the ones explicitly represented and emergent shapes are the ones implicit in the others (Gero and Yan, 1994). Some groups of shapes known as Semantic Shapes are especially meaningful in architecture, expressing visual features so as symmetry, rhythm, movement and balance. The extended understanding of the concept of symmetry might improve the development of cognitive abilities concerning the creation, recognition and meaning of forms and shapes, aspects of visual reasoning involved in the design process. This paper discusses the development of a pedagogical experience concerned with the application of the concept of symmetry in the creative generation of forms using computational tools and manipulation. The experience has been carried out since 1995 with 3rd year architectural design students. For the exploration of compositions based on symmetry operations with computational support we followed a method developed by Celani (2003) comprising the automatic generation and update of symmetry patterns using AutoCAD. The exercises with computational support were combined with other different exercises in each semester. The first approach combined the creation of two-dimensional patterns to their application and to their modeling into three-dimensions. The second approach combined the work with computational support with work with physical models and mirrors and the analysis of the created patterns. And the third approach combined the computational tasks with work with two-dimensional physical shapes and mirrors. The student’s work was analyzed under aspects such as Discretion/ Continuity –the creation of isolated groups of shapes or continuous overlapped patterns; Generation of Meta-Shapes –the emergence of new shapes from the geometrical relation between the generative shape and the structure of the symmetrical arrangement; Modes of Representation –the visual aspects of the generative shape such as color and shading; Visual Reasoning –the derivation of 3D compositions from 2D patterns by their progressive analysis and recognition; Conscious Interaction –the simultaneous creation and analysis of symmetry compositions, whether with computational support or with physical shapes and mirrors. The combined work with computational support and with physical models and mirrors enhanced the students understanding on the extended concept of symmetry. The conscious creation and analysis of the patterns also stimulated the student’s understanding over the different semantic possibilities involved in the exploration of forms and shapes in two or three dimensions. The method allowed the development of both syntactic and semantic aspects of visual reasoning, enhancing the students’ visual repertoire. This constitutes an important strategy in the building of the cognitive abilities used in the architectural design process.
keywords	Symmetry, Cognition, Computing, Visual reasoning, Design teaching
series	SIGRADI
email
last changed	2016/03/10 09:47

No more hits.