Table Of ContentCADCAM
IN
EDUCATION
AND
TRAINING
Proceedings of the
CAD ED 83 Conference
CADC AM
IN
EDUCATION
AND
TRAINING
Proceedings of the
CAD ED 83 Conference
Edited by Dr Paul Arthur
&
Kogan
Page
First published in 1984 by Kogan Page Ltd
120 Penton ville Road, London N 1
Copyright © The CADCAM Association 1984
All rights reserved
British Library Cataloguing in Publication Data
CADCAM in education and training
1. Design, Industrial-Data processing
2. Manufacturing processes-Data processing
3. CAD/CAM systems
1. Arthur, Paul 19-
650.2'028' 54 TS171.4
ISBN-13 :978-0-850-38799-5 e-ISBN-13 :978-1-4684-8506-6
DOl: I 0.1 007/978-1-4684-8506-6
Photosetting bv Typesetters (Birmingham) Ltd.,
Smethwick, Warley, West Midlands
Contents
Part 1 9
1. Welcoming address 11
H H Roserzbrock
2. Integration and implementation of computer-aided engineering
(CAE) - the strategy for innovative product design in the 1980s 13
M A Neads
3. Getting the CADCAM tool working 19
P F Arthur
4. Encouraging new technology links between industrial and
teaching institutions: Aston Science Park 26
K Foster
Part 2: Ergonomics 39
5. Education for human-centred systems 41
MJ E Cooley
6. CAD and the human operator 48
E C Kingsley
Part .3: Training - general 57
7. The training needs of CADCAM 59
N Spoonley
8. New directions in training 62
P GRaymont
9. Skills and knowledge requirements for CADCAM 72
S A Abbas and A Coultas
10. The teaching of CAD - a review of the proceedings of a
conference held at Newcastle upon Tyne Polytechnic, April 1982 79
R Schofield, D F Sheldon and F Weeks
11. The integration of a commercial CAD package in the teaching of
CAE on an undergraduate course 86
D J Pollard and C Douthwaite
Part 4: Training - curriculum and training equipment 99
12. The development of micro-based procedure for the teaching of
three-dimensional geometric design 101
A J Medland and S J Crouch
13. A comprehensive approach for CAD ED curriculum elaboration 115
T DavId
14. New technology-based training and its role in CADCAM 128
R Martin
15. A review of computer graphics equipment for engineering
applications 135
H Rippiner
16. Educational software for CAD teaching 150
I C Wright
17. Implementing graphics in design, process and manufacturing
industries 158
P Damel and A Pinning ton
18. PELICAM: An interactive educational software for training
students to the finite element method 163
M Blanc, C Coffignal and G lshiomin
19. Computer-aided design for design and craft students 170
J H Frazer
Part 5: Training - the introduction of CADCAM into
particular disciplines 181
20. Training requirements for architects: a view from an
experienced user 183
SF Race
21. Education and training in computer-aided building design 190
A H Bridges
22. Introducing CAD into the design office 200
M R Prince
23. Training and learning during the introduction of an interactive
computer-aided building design system into government design
offices 208
B G J Thompson
24. Implications of CADCAM for training in the engineering
industry 222
P Senker and E Arnold
25. A practical approach to the training of engineers 230
DC Smith
26. Educating engineering designers: the introduction of desktop
computers and software to the design environment 236
C MJakeman
27. Computer-aided design for chemical engineers 245
F P Stainthorp
28. A practical approach to training in the use of an integrated plant
modelling system 256
DJ Appleton
29. Computer-aided design and development planning 263
M Bouyat, B Chocat and S Thibault
30. A case history of introducing CAD into a large aerospace
company 273
C WAllen
Part 6: Training course experience 283
31. Teaching CAD for electronics at the Norwegian Institute of
Technology - present status and future trends 285
EJAas
32. Post-professional education in computers in architecture at the
University of Sydney 293
J S Cera and A D Radford
33. CAD in the Cambridge Engineering Tripos 1977 - 82 302
A L Johnson and R B Moms
34. CAD in structural engineering at UMIST 311
D M Bratton, M A Millar and A J Bell
35. CAD - the first year 320
R Metcalfe and M E Preston
36. Six years of teaching computer-aided design at the University of
Stellenbosch 333
H T Hams
37. CADCAM education at Cranfield Institute of Technology 341
MJ Pratt
38. Teaching computer graphics to mechanical engineers in Britain
and the United States 354
P Cooley
39. The teaching of CAE in a polytechnic engineering department -
Huddersfield experience 360
T Hargreaves
40. Teaching CAD and CAM 368
G Cockerham
41. A practical approach to CADCAM training 378
H Holland
42. Promoting industrial awareness of CADCAM 383
M W Looney
Part 7: International experience 395
43. International implementation of a CAAD project in schools of
architecture 397
T W Maver and R Schijf
44. A cost-effective two-way computer-aided tertiary education
network for industrially developing countries 407
J P Paddock and I Harding-Barlow
45. Education and training for CAD - a comparative study of 415
requirements for developing and developed nations
E A Wannan and K Kautto-Koivula
46. Chairman's concluding remarks 427
A I Llewelyn
Part 1:
Introducing CADCAM
Editor's note:
All contributing authors were requested to supply figures of a quality suitable for
reproduction - many failed to do so, and in such cases the figures have been
omitted.
Readers wishing to view any of these missing figures should approach either the
author or the CADCAM Association who will be happy to supply photocopies.
1. Welcoming address
H H Rosenbrock
The first thing I would like to do is of course welcome you to UMIST. It is a very
great pleasure to be host here to this meeting. The subject is one in which UMIST has
had an interest for many years and it is a subject which is at present only at the very
beginnings of its development. What we have seen so far, I believe, is comparable to
the development of the motor car up to say 1900, and the developments which are
going to take place are going to have a very great impact. Technological institutions
like UMIST feel that they need to be deeply involved in this kind of activity, so
welcome to UMIST and I hope that your conference will prove an interesting,
profitable and enjoyable one for all of you.
My own interest in CAD goes back to the 1960s when it was very young. The first
contact I had was in 1963 -4 when I happened to spend a year at MIT when the sketch
pad programme was just terminating. ~1y own technical work was in a very specialized
area of CAD, that is to say the computer-aided design of control systems. We didn't
realize· it at the time but looking back on it, it was somewhat different in its
development from the major development which has taken place over the last five years
or so in the wider application of CAD to engineering design. We were concerned with
designing control systems of the abstract things: they don't give rise by themselves to
graphical output pictures and the problem was to develop a theory which gave rise to
the pictures, and that's where a lot of the work went. Then of course there were all the
problems of the role which the user should be given in the system. My own particular
interest in the social effects stemmed from the strong feeling that I got at that time,
that in giving to the user the vital role in the design process we were very much
swimming against a stream which tried hard to eliminate the user, to eliminate the
designer, and reduce his role to specifying what was required. The properties of the
system, the constraints, the objective function, would then be put into a big computer
off-line which would churn away and come out with an answer, the principle being
here that the designer said what was needed and the computer came back and said if
that's what you need this is how you solve your problem. Well, first of all, it's not a
good way of solving engineering problems, as all of you no doubt realize. You look at
the answer and say, 'That's not what I want to do'. So you then have to go back and
try to re-specify the problems and the answer comes out a bit nearer to what you want.
The only rational way of approaching that situation is to say that we don't really know
at the beginning what is needed and we have to learn by trying to solve the problem.
Defining the problem is a large part of the problem itself, and one has a good
definition of the problem only at the time that it is solved. There is an essential part for
the designer to play in interaction with a system which aids him, clarifies his thinking,
works out for him the consequences of the decisions he makes. I think one has to
recognize that in saying that, one is going counter to a very deeply held scientific
attitude which holds that to rely on human skill at the time the job is done is somehow
unscientific and not technologically respectable. From that, my particular interest in the
social effects stemmed. Now you have a talk by Mike Cooley, which I think will
certainly bear on this kind of problem. All I would like to say to you is this, in
