Sorby, 2013, Introduction_to_3-D_Spatial_Visualization.ppt
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This document provides an overview of an introductory course on 3D spatial visualization. The course aims to improve students' spatial skills, which are important for careers in engineering and technology. Students will complete pre- and post-testing using various spatial visualization tests and work through 10 instructional modules combining lecture, software exercises, and assignments. Grades will be based on quizzes, homework, attendance, and a final exam involving the Purdue Spatial Visualization Test: Rotations, Mental Cutting Test, and Mental Rotations Test.
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Students will gain the knowledge and skills to create documents required to apply for a job
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1. The document provides instructions for a student project to create axonometric and perspective drawings of the Farnsworth House. It outlines the learning outcomes, tasks, submission requirements, assessment criteria, and marking rubric for evaluating the drawings.
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3. A marking rubric is provided to assess students based on their demonstration of the learning outcomes through an understanding of the techniques, accuracy of details, and visual strengthsDesign communication (degree) assignment 2b-2015
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1. The document provides instructions for a student project to create axonometric and perspective drawings of the Farnsworth House. It outlines the learning outcomes, tasks, submission requirements, assessment criteria, and marking rubric for evaluating the drawings.
2. Students will generate pencil constructions and final ink drawings of an external and sectional axonometric, as well as one-point and two-point perspectives of the building. They will be evaluated on their ability to construct and understand the drawings, accurately depict architectural details, and creatively compose the drawings.
3. A marking rubric is provided to assess students based on their demonstration of the learning outcomes through an understanding of the techniques, accuracy of details, and visual strengthsDesign communication (degree) assignment 2b-2015
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1. The document provides instructions for a student project to produce axonometric and perspective drawings of the Farnsworth House. It outlines the learning outcomes, tasks, assessment criteria, methodology, and references for the project.
2. Students will generate pencil constructions and final ink drawings of external and sectional axonometrics, and one-point and two-point perspectives of the house over several workshop sessions. Their understanding of the techniques and architectural details will be evaluated.
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- 1. Funded by a grant from the National Science Foundation. Any opinions, findings, conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Science Foundation. Pretest: Introduction to 3-D Spatial Visualization Prepared by: Sheryl Sorby, Ph.D. Amy Hamlin, Ph.D. Norma Veurink
- 2. ENG1002: Introduction to 3-D Spatial Visualization Instructor: Dr. Sheryl Sorby Teaching Assistant Morgan Hansen Office Hours: 9 am 12 pm Tues or by appointment Text/Software Introduction to 3D Spatial Visualization an active approach by Sorby and Wysocki
- 3. Course Objective To improve spatial visualization skills
- 4. Why Spatial Visualization? Spatial Skills - have been a topic for educational research for the past 100 years - are considered to be one of the seven human intelligences - have been shown to be important to success in more than 84 careers Spatial skills are particularly important for engineering and technological careers - are important to the design process
- 5. Spatial Skills Can Be Learned!
- 6. Spatial Skills: Stages of Development Topological Skills Projective Skills Euclidean Skills
- 7. Spatial Skills: Stages of Development Topological Skills 2-D skills, closeness of an object to other objects, order in a group Usually acquired in early childhood if exposed to spatial stimuli (drawing, puzzles, building blocks, erector sets, video games, etc.)
- 8. Spatial Skills: Stages of Development Projective Skills 3-D skills, determine what an object looks like from another perspective Usually acquired by 18 years old, however, some people may not have had the opportunity to fully develop these skills
- 9. Spatial Skills: Stages of Development Euclidean Skills 3-D in combination with concepts of measurement, such as distance, area, volume Many individuals never acquire these skills
- 10. Developing Spatial Skills Skills are developed through practice Sketching has been found to be a key Working with hand-held or computer models has been shown to be effective In this class, we will use all of these techniques to help you develop your spatial skills
- 11. Course Structure Pre-testing first day, post-testing last day Ten instructional modules 15-20 minute lecture on topic for the day Student teams work through the software module Individual students work on assignment for day Two quiz days Students take an online test or work with puzzles or games for extra credit points Quiz follows work with on-line test or puzzles Attendence = 10% of course grade
- 12. Grade Allocation Quizzes 30% Homework 40% Attendence 10% Final Exam 20% A 92-100 AB88-91 B 82-87 BC 78-81 C 70-77 D 62-70 F <62
- 13. Spatial Tests Spatial pre- and post-tests administered to assess student learning PSVT:R will be a part of your final exam for this course The Mental Cutting Test and the Mental Rotations Test will be given as a pre-test and also as part of your final exam for this course
- 14. Purdue Spatial Visualization Test: Rotations (done during orientation week) Used at Michigan Tech to identify students who have not fully developed spatial skills
- 15. Mental Rotations Test (Two four minute tests) Five figures are given, with the figure on the left the target figure. Two of the remaining four figures are rotated versions of the target figure. Fill in the Scantron bubbles corresponding to the two figures which are rotated versions of the figure on the left. Test will be given in two segments.
- 16. Mental Cutting Test (20 Minutes) Part of a College Entrance Exam from the 1930s and 40s An object is given with an imagined cutting plane Objective is to choose the resulting cross section
- 17. Next Time . . . Module 8: Surfaces and Solids of Revolution Bring your book to class!!!!