THE DEVELOPMENT AND APPLICATION OF AUTOMATIC CERTIFICATION AND TRAINING SYSTEMS ON THE BASIS OF THE TEST EDITOR «AIREN» IN THE TRAINING OF STUDENTS ON SUBJECTS «DESCRIPTIVE GEOMETRY AND ENGINEERING GRAPHICS» AND «COMPUTER GRAPHICS»

2019 ◽  
Author(s):  
Savenkov M. ◽  
◽  
Grishin S. ◽  
Burunova T. ◽  
Koval E. ◽  
...  
Keyword(s):  
Computer Graphics ◽  
Descriptive Geometry ◽  
Engineering Graphics ◽  
Training Systems ◽  
And Training

scholarly journals INVESTIGATION OF PHYSICAL PHENOMENA OCCURRED IN CONTACT AREA OF BULK PARTICLES AT THEIR MOTION IN SCREW DRUMS BY METHODS OF SIMILARITY THEORY, ENGINEERING AND COMPUTER GRAPHICS

2019 ◽  
Vol 2019 (6) ◽  
pp. 20-28 ◽  
Author(s):  
Георгий Серга ◽  
Georgiy Serga ◽  
Дмитрий Серый ◽  
Dmitriy Seryy ◽  
Алексей Марченко ◽  
...  
Keyword(s):  
Computer Graphics ◽  
Infinite Number ◽  
Contact Area ◽  
Analytical Methods ◽  
Similarity Theory ◽  
Descriptive Geometry ◽  
Program Complex ◽  
Engineering Graphics ◽  
Similarity Invariant ◽  
Physical Phenomena

In Trubilin State Agricultural University of Kuban there are created machinery working devices as screw drums allowing the assurance of motion of bulk particles at their horizontal location and also promoting the intensity of particles interaction between each other and with the walls of screw drums which widens technological potentialities and decreases dimensions of equipment and its weight. In the paper there are shown various sorts of screw drums and analytical methods of the study of physical phenomena taking place in the contact area of bulk particles. The search of a screw drum design was carried out by the methods of descriptive geometry and engineering graphics with the aid of the “Compass-3D” program complex. The apparatus of dimensionless kinematic functions (similarity invariant) and the analysis of dimensionalities allowing the investigation not one such a case but their infinite number united by the community of properties was used.

scholarly journals Surface Modeling in the Course of Engineering Graphics

2020 ◽  
pp. paper55-1-paper55-12
Author(s):  
Tatiana Markova ◽  
Andrey Bochkov ◽  
Mikhail Kokorin ◽  
Tatiana Nikitina
Keyword(s):  
Computer Graphics ◽  
Surface Modeling ◽  
Machine Building ◽  
Descriptive Geometry ◽  
Theoretical Knowledge ◽  
Generation Process ◽  
Surface Type ◽  
Cad Systems ◽  
Engineering Graphics ◽  
Optimal Modeling

Development of the designer’s documentation package by means of CAD systems implies good skills with toolkits of solid and surface modeling. The ability to identify the surface type, its generation process and consequently to choose the optimal modeling is acquired in the descriptive geometry course, as well as engineering graphics and computer graphics courses. The article describes training assignments designed for students of machine building departments aimed both at consolidation of theoretical knowledge and development of skills required to identify and model various surface types.

Descriptive Geometry — the Base of Computer Graphics

2016 ◽  
Vol 4 (2) ◽  
pp. 37-47 ◽  
Author(s):  
Сальков ◽  
Nikolay Sal'kov
Keyword(s):  
Computer Graphics ◽  
Descriptive Geometry ◽  
Free Standing ◽  
Single Plane ◽  
Engineering Graphics ◽  
Difficult Position ◽  
Definition Of

Everyone knows that descriptive geometry is a science, but there is no definition of the computer graphics. If computer graphics is announced as a science, you can continue to call descriptive geometry outdated and to demand of its abolition. But if the computer graphics has nothing to do with the science, and if it is only a tool to perform the procedures of descriptive geometry and other branches of geometry, everyone who tried to discredit descriptive geometry, will be in a difficult position: they will have nothing more to say, because in it is unwise to replace science on tool. It is known that engineering graphics so far does not have the status of science. It is a discipline that fully applies the laws of other geometrical sciences. There are many questions such as: why are there claims that descriptive geometry is 2D? Why do some specialists claim that descriptive geometry is a projection on a single plane? They forgot that descriptive geometry uses the method of two images or method of two traces. But this method of two images is used everywhere! On the first lecture we tell students: the projection is carried out on two planes of projection, a point in space can be fixed only by means of three coordinates and the point must have at least two projections. It means, that descriptive geometry works with three coordinates, in other words — in 3D. The image produced on the display screen in the so-called 3D, is neither more nor less than axonometric projection on the plane — appropriate section of descriptive geometry. In conclusion, the author offers to classify the computer graphics as a tool for the experience of all branches of geometrical science, but not as a free-standing science.

The Nonlinear Forms in Engineering Geometry

2017 ◽  
Vol 5 (2) ◽  
pp. 4-12 ◽  
Author(s):  
Иванов ◽  
Gennadiy Ivanov ◽  
Дмитриева ◽  
I. Dmitrieva
Keyword(s):  
High School ◽  
Computer Graphics ◽  
Present Article ◽  
Descriptive Geometry ◽  
Engineering Graphics ◽  
Curves And Surfaces ◽  
Teaching Geometry ◽  
Cutting Line ◽  
Basic Concepts ◽  
The Way

The introduction of the methodology of a competence approach in teaching the courses of departments of engineering graphics, as shows the experience of a number of technical universities of Russia, occurs according to some template. If in 70–80 years the last century the Departments was the routing of the teaching subject with the indication providing, and provide discipline then currently are talking about interdisciplinary competences. In this case, interdisciplinary competence on engineering and computer graphics define the departments. The wording of the intrasubject competencies reduced to define the topics of descriptive geometry necessary for the study of the fundamentals of engineering graphics (geometrical and projection drawing, the cutting line and the intersection of simple surfaces). In the end, the important topics of descriptive geometry (basic concepts of the theory of curves and surfaces, sweep, tangent planes, axonometric etc.) that have practical value, are excluded from the syllabus. This greatly affects the quality overall geometric training of students of technical universities with based on the level of teaching geometry in high school. In our opinion, the way out of the situation is in consistent, purposeful transformation the descriptive geometry in the engineering geometry without radical distortions. In this regard, the present article is devoted to the presentation some issues in the theory of nonlinear forms in engineering geometry. The proposed approach will enhance the practical value of our discipline due to the expansion of cross-curricular competencies with related sections of higher mathematics, CAD, etc.

scholarly journals INNOVATIONS IN PROCEDURE OF TRAINING ON ENGINEERING GRAPHICS

2016 ◽  
Vol 2016 (3) ◽  
pp. 309-317
Author(s):  
Татьяна Миролюбова ◽  
Tatyana Mirolyubova ◽  
Светлана Леонова ◽  
Svetlana Leonova ◽  
Рушана Анамова ◽  
...  
Keyword(s):  
Computer Graphics ◽  
Research University ◽  
Descriptive Geometry ◽  
Teaching Material ◽  
Engineering Graphics ◽  
The Subject ◽  
Didactic Material

The necessity of changes in the procedure of teaching the subject “Engineering Graphics” in engineering colleges taking into account current requirements to graduates’ knowledge is substantiated. The innovations in this field are described. By the composite author is developed the didactic material for the course “Engineering Graphics and Descriptive Geome-try” containing tasks for self-dependent work of stu-dents and for a work in a classroom. The structure of didactic material includes some blocks the subjectmatter of which is divided on topics. The didactic material is approved at the teaching of such subjects as “Engineering Graphics”, “Engineering and Computer Graphics”, “Engineering Graphics and Descriptive Geometry” in the Moscow Aircraft Institute (National Research University). The application of the developed didactic material on engineering graphics contributed to the students’ progress improvement and quality increase in mastering teaching material.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

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