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TEACHING COMPUTER AIDED DESIGN WITH THE USE OF DYNAMIC GEOMETRY Francisco Pérez

TEACHING COMPUTER AIDED DESIGN WITH THE USE OF DYNAMIC GEOMETRY Francisco Pérez Universidad Politécnica de Madrid. Spain. Contents. Introduction Geometry at university level The discipline of CAD Why Geogebra? Examples Conclusions. Introduction Geometry at University level

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TEACHING COMPUTER AIDED DESIGN WITH THE USE OF DYNAMIC GEOMETRY Francisco Pérez

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  1. TEACHING COMPUTER AIDED DESIGN WITH THE USE OF DYNAMIC GEOMETRY Francisco Pérez Universidad Politécnica de Madrid. Spain

  2. Contents • Introduction • Geometry at university level • The discipline of CAD • Why Geogebra? • Examples • Conclusions Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  3. Introduction (I) • CAD with commercial programs • + Business, - Teaching • Little knowledge on how CAD works • Consolidate theoretical concepts and acquire practice Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  4. Bezier, B-Splines, NURBS curves: properties DGS. • Algorithms DGS • Surfaces CAD programs • Why? Develop specific applications Introduction (II) Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  5. CAD (Comp. Geometry) Technical Drawing Basic CAD Descriptive Geometry Geometry at university level • Geometry contents very different • Geometry contents reduced • CAD: not only buttons, but algorithms • Shipyard: CAD user, CAD application developer • DGS: multimedia contents • DGS shows to be an attractive and effective way to develop spatial abilities Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  6. The discipline of CAD • 1962 Sketchpad • 60’s Bézier, Casteljau • 1985 NURBS software • CAD is taught very differently: programs, geometric,… • CAD can not exist without commercial CAD programs • Capacity to use CAD tools, and develop programs • CAD algorithms will be the same, not the programs Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  7. Why Geogebra? (I) • Algorithms graphically and analytically • Free • Step by step Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  8. Why Geogebra? (II) • Geometric commands important for CAD Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  9. Examples (I) • NURBS (Non Uniform Rational B-splines): algebraically • NURBS (Nobody Understand Rational B-splines) Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  10. Examples (II) • Conics as NURBS Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions • Projective geometry

  11. Conclusions • DGS: understanding algorithms bellow CAD programs • DGS: active learning, not push buttons, not black boxes • Classes as laboratories • More time on class preparation, more time for students • CAD programs are necessary • CAD+DGS = positive for developers and programmers Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

  12. Thankyou! Thank you! Introduction Geometry at University level The discipline of CAD Why Geogebra? Examples Conclusions

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