Graphics Programs Reference
In-Depth Information
simulating distinct stages of the carrying out
processes. In order to create models, which could
visually simulate the progressive sequence of the
process and allowing interact with it, techniques
of virtual reality were used. Virtual instruments
could complete or replace the experimental part
in various cases. These applications allow users
to conduct process and present briefly funda-
mental theory of the phenomena or provide full
information concerning the experiments. So, the
educational virtual experiments must be well
framed in the lesson context.
Specialist in construction processes and bridge
design were consulted and implicated in the de-
velopment of the educational models in order to
obtain efficient and accurate didactic applications:
3D position. The model shows in anima-
tion the intersection between two simple
roofs in order to explain how to define a
more complex roof. In this way the model
supports the learning of the methodology
used in drawing roofs.
The pedagogic aspect and the technical knowl-
edge transmitted by the models are present in the
selection of the quantity and type of elements to
show in each virtual model, on the sequence of
exhibition to follow, on the relationship established
between the components of both type of construc-
tion, on the degree of geometric details needed to
present and on the technical information that must
go with each constructive step. Further details
complement, in a positive way, the educational
applications bringing to them more utility and ef-
ficiency. Namely, the model of the wall shows the
information concerning construction activity of in-
terest for students corresponding to the geometric
stage displayed in each moment and the cantilever
deck construction model shows particularly the
movement of the equipment in operation during
the progressive activity. So when students go to
visit real work places, since the essential details
were previously presented and explained in class,
they are able to better understand the construction
operation they are seeing.
When modeling 3D environments a clear inten-
tion of what to show must be planned, because the
objects to display and the details of each one must
be appropriated to the goal the teacher or designer
want to achieve with the model. For instance, if
the objective is to explain the relationship between
construction phases and the financial stages, the 4D
model must represent the correspondent physical
situation according to the established construction
diagram and with the degree of detail appropri-
ated. Developing didactic models for students
concerns technical tasks, at a level that could be
understood by undergraduate students, but also
demands pedagogical attitudes.
•
In construction, the selected examples
are three elementary situations of works,
one concerns the execution of an exter-
nal wall, a basic component of a building
(Sampaio & Henriques, 2007), the second
presents the cantilever method of bridge
deck construction (Sampaio, Henriques
& Ferreira, 2006), a frequent construction
technique and the last attends the incre-
mental launching method of bridge deck
construction (Martins & Sampaio, 2009).
The developed applications make it pos-
sible to show the physical evolution of the
works, the monitoring of the planned con-
struction sequence, and the visualization
of details of the form of every component
of each construction. They also assist the
study of the type and method of operation
of the equipment necessary for these con-
struction methodologies;
•
The
roof
model supports the explanation of
subject matter pertaining to elevation pro-
jection representations applied to the draw-
ing of roofs (Sampaio & Cruz, 2008). This
model presents the method of designing a
roof using the usual graphic elements of
plan drawing but displaying them in their
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