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Re: Help finding teaching resources?
Hi Aaron,
There is a vast amount of threads here that essentially contain issues. Is it not possible to simply adapt many of these to suit your/the curriculum? I come from the point of view that if you use a generic book chances are that the answers are now generic also. Whereby someone who is trying to accomplish something new and untested supplies a fresh challenge.
Dave.
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Re: Help finding teaching resources?
Dave - I intend to use the examples here as much as possible. I have been tossed into this position sort of last minute (first class is next Tuesday) so I am sort of scrambling to complete this part of my syllabus. I am trying to think as fresh as possible, but also as quick as possible. I was given the book and told it was what I was teaching but like you said the book and all of its examples are widely available, and relatively generic. I am thinking of providing real world objects and having the students model them based on measurements they take.
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Re: Help finding teaching resources?
Hi Aaron,
do you have access to SOLIDWORKS Education Edition? If so, there are many resources available for you, for example:
CAD Instructor Guide | SolidWorks Curriculum and Lessons | SOLIDWORKS
SOLIDWORKS 2018-2019 Education | SOLIDWORKS - great ebook with fundamentals of design and simulation
Learning CAD and Simulation | SolidWorks Curriculum and Lessons | SOLIDWORKS
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Re: Help finding teaching resources?
Aaron,
I have taught before and I would argue that an intermediate class should be creating models and drawings not just copying them from other drawings. Another good skill to develop at the intermediate level is reverse-engineering - give the students and item and a scale and have them reproduce it. Additionally, learning to use CAD models from vendors to build an assembly is appropriate. If you just want them to copy drawings, get a drafting textbook. Plenty of exercises there.
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Re: Help finding teaching resources?
I agree James Riddell, and this is what I would like to see happen. But grading a model that is a reverse engineered real thing seems subjective, can you shed any light on how you grade such things? I thought about buying a bunch of BIC pens or something I can give to the students then having them reproduce the object in SW. The problem is I will get back 15 different BIC pen models all modeled very differently and who's to say one model is better than another? Do I grade them by dimensional accuracy, or their ability to implement advanced SW features into the design? Is it fair to just gauge the models I receive based on my abilities, and how much effort I believe they put into it?
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Re: Help finding teaching resources?
Aaron,
All design is subjective (IMHO) and it's not how much effort but the results in a timely manner. You can evaluate the efficiency of the modeling, order of operations, leaving things like fillets & chamfers to the end, etc.
State your expectations ahead of time, tell them the 'weight' of each line item, then evaluate accordingly. That's the only 'fair' way to grade.
Oh, and it's the end-user who judges which model is better. Can it be easily modified? Is it fully constrained & documented? Correctly named, etc.? You, as the instructor, are the dictator of your own little kingdom - make your own rules.
IMHO, a better exercise would be to loosely define an open-ended project and let the students be creative. Or you could be boring and have them model a two-stroke, single-cylinder engine.
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Re: Help finding teaching resources?
Do You want a example of layout band and try to make a complete die?
Try to make real challenges...generic has one only reason...teach you a simple tool...that's not real world
