Solid Modeling with I-DEAS

by Sorby, Sheryl A.

• ISBN13: 9780131008557
• ISBN10: 0131008552
• Edition: 2nd
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Prentice Hall

Summary

Updated for use with I-DEAS MS9. Based on a 3-D approach to design, this text emphasizes how modeling is inherently different from 2-D CAD. Beginning with a brief introduction to the design process in the context of concurrent engineering, this text proceeds to cover topics such as the I-DEAS work environment, file management, sketching, revolution, applying and modeling 3-D constraints, features and feature-based modeling, lofting, sweeping, and extracting data from 3-D models.

Table of Contents

1. Engineering Design.
2. User Interface and File Management in I-DEAS Software.
3. Displaying 3-D Objects.
4. Creating 3-D Parts from 2-D Geometry.
5. Two-Dimensional Constraints.
6. Construction Techniques.
7. Modifying Objects.
8. Advanced Modeling Techniques.
9. Extracting Data from 3-D Models.
10. Assembly Modeling.

Excerpts

The intent of this text is to teach the reader about constraint-based solid modeling by focusing on the functionality and use of a single software package: SDRC I-DEAS. The text was written using I-DEAS Master Series 9; however, because its user interface is relatively stable, I believe that the book would be adequate for use with Master Series 7 or 8 also. The first chapter is meant to be an introduction to design in the context of computer tools and concurrent engineering. The second chapter describes the I-DEAS work environment and file-management strategies. The third chapter deals with the ways that three-dimensional (3-D) geometry can be displayed on a computer screen and in hard copy. Although it may seem that Chapters 2 and 3 are putting the cart before the horse (how can we talk about file management and the display of 3-D objects before we have learned to create such objects?), these chapters are meant to serve more as reference material than anything else. I simply did not want to interrupt the flow of the process of creating and editing objects to insert these topics later on. In Chapter 4, we start to learn about how to build objects by using basic sketching and extrusion/revolution techniques. Chapter 5 covers applying and modifying two-dimensional (2-D) constraints. Again, it may seem more logical to order the topics in the sequence of sketching, 2D constraints, and then extrusion/revolution; however, since I-DEAS is based on a design philosophy of "shape, then size," I believe it is best to first show the students how to sketch (a relatively easy task) and then show them how to extrude/revolve (also relatively easy), so that they can finally have a 3-D object on the screen. After they have gained confidence in their ability to create 3-D objects with the correct shape, we move on to the topic of constraints--a fairly difficult concept for students to grasp. I believe that students who already understand the basics of the creation of simple parts have a better understanding of constraints than those who must learn to apply constraints before any modeling has been accomplished. Chapter 6 covers features and feature-based modeling, and Chapter 7 examines the orientation and modification of parts. Advanced modeling techniques such as lofting and sweeping are covered in Chapter 8. 1 have found that by the time the students reach this point, they usually are familiar enough with the concepts involved in three-dimensional modeling and can grasp lofting and sweeping fairly rapidly. Chapter 9 discusses the setting up of a part in a drawing layout. Creating nonassociative drawings is not covered in this text because the focus is meant to be on 3-D modeling, not 2-D drafting. Chapter 10 serves as a brief introduction to assembly modeling. When I teach my course in solid modeling, I usually tell the students two things on the first day of class. First, and foremost, I inform them that I will not be teaching them how to use the software. The only way that they can learn the software is by sitting in front of the computer and using the software. I will serve as their "tour guide" through the software. I can show them shortcuts and help them focus on certain techniques, but I cannot teach them how to use the software--they must do that by themselves. Second, I tell them that if they have previous experience with a 2-D drafting package, such as AutoCAD, they should check that knowledge at the door. I have seen many people struggle to learn I-DEAS because they try to force the software to act like a 2-D drafting package. In fact, in evaluating the course he had just taken, one student commented that he felt he was at a disadvantage because he had had a lot of previous AutoCAD experience! I try to illustrate the difference between 2-D CAD and 3-D modeling by asking students to imagine the different approaches they would take if they were going to draw me a picture of a table versu