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【机械类毕业论文中英文对照文献翻译】汽车工业CAD教育和培训,机械类毕业论文中英文对照文献翻译,机械类,毕业论文,中英文,对照,文献,翻译,汽车工业,CAD,教育,培训

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黄河科技学院毕业设计（文献翻译）第9页汽车工业CAD教育和培训大卫A菲尔德通用汽车公司研究开发和规划中心，美国 480-106-359 ，30500，48090-9055摘要：20世纪50年代，被展望以及被卓越指定的计算机辅助设计（CAD）系统，他们在今天汽车制造业通过连续的改善和技术突破使得自己进入了中心的角色。这篇文章强调平行并且继续的在计算机辅助设计系统的用户的训练和教育需要方面的演化。鉴于计算机辅助设计的在通用汽车快速发展历史，这篇文章将计算机辅助设计用户进行了分类，并且在汽车制造业方面提出他们当今和将来的需要。在教育和训练需求方面的变化，造成教育和工业机构的挑战。关键词：CAD教育, CAD训练基本介绍在这篇文章里计算机辅助设计模型数学上意味着物理物体的准确的几何描述，描述了包括数值数据和算法规定对象的几何学。计算机辅助设计系统然后提供方法创造，操作并且交流这些几何学描述。为了集中于与教育有关的计算机辅助设计以及在汽车工业计算机辅助设计用户的需要，首先简述计算机辅助设计在通用汽车的历史。相似的内容可以被记载在其他制造业企业。据一份在50年代后期通用汽车内部文件的书面大会，工程师概述了一个雄心勃勃的项目的详细规格，即现代原型CAD系统。资料可靠地来源于20世纪40年代后期，伺服机制和数字电子计算机的一次进行中的发展，为一个计算机辅助设计系统提供了的可行性和动力。虽然这个文件直接描述了通过控制设计和制造来节约成本的好处、减少劳动力、周围更快的变化、以及工程师和设计人员之间通信的改善，文件没有预计最后计算机辅助设计在设计和生产过程内的发展提供好处的大小。工程师， 特别是他们的大部分试验工作即将减少的机械工程师， 将在工人，例如缺乏实践的草图设计师，利用计算机辅助设计系统在复杂的情况里进行技能的训练。例如，计算机辅助设计系统使机械工程师能够空前大规模使用有限元分析(FEA)。在20世纪90年代，这个被提议的计算机辅助设计系统的细节基本上用来描述使用中的计算机辅助设计系统。这些细节反映了古怪的融合推动现有技术与要求，但不可能在那个时间达到，提供了一个健全的商业经营情况下，为CAD所描述的改进工作流程和项一些详细的数学描述。难以置信的是，直到近三十年后，一些技术仍然不符合规格！这份历史资料的最初段落清楚打下一个依赖数学的计算机辅助设计系统的基础。并且， 作为在制造业里的工程师，那些作者此外强调技术工具，产品设计的发展，特别是生产工具和机械加工，都是基于现在叫做计算机辅助设计技术。重点在称呼和数字控制的机器支配讨论。然而是普通主题，保存时间，创建几何学，数据，准确的维护并且控制， 为评价计算机辅助设计系统的质量提供一个极好的初始表。连续的改进和技术的突破，已经为计算机辅助设计在今天的汽车的工业进入中心角色提供动力。连续的改进的最明显的例子发生在计算机的速度，能力和流量方面。计算的动力使更显著的工程问题的分析和在计算上吸收增加集中的计算机图形环境成为可能。在20世纪80年代中期计算机图形硬件和软件期间最后使造型师在20世纪50年代展望的实时形象化成为可能。 软件方面的发展融入了多种多样的味道。数学通过提供新数学结构和算法起决定性作用。几个世纪以来人们熟知的数学经历了新发展，并且拥有成功的研究成果。从数学的发展基础上，软件在速度，稳定性，准确和适应性方面得到了显著的改进。在硬件和软件方面的专家，能指向商业的计算机辅助设计系统，有时用惊人的惯性或者勉强，最终达到的突破。另一方面，乏味但是同样重要的任务(例如数据库，表面和固体和坚定的计算的算法的数学画像)的标准已经惊人的使数学模型和生产过程依靠的几何学信息得到了巨大的改善。与工作直接相关的产品设计和制造业具有很高的视觉内容，从最早的设计阶段到最后的生产，计算机辅助设计系统已成为过程的中心环节。然而， 完成他们的任务， 大多数当今的工程师不必了解计算机辅助设计模型和计算机辅助设计依靠的复杂的数学和计算机科学。从设计说明，到产品分析，到调整工具的生产，等等，结合这些任务，计算机辅助设计系统通过给合适的几何学数据提供链并且无数软件包接口而形象化。计算机辅助设计能够创造和产品信息控制。允许实际直接视觉上的，以及最重要的是，准确与设计，发展，分析和生产进行通讯。这篇文章将把计算机辅助设计用户进行划分，根据计算机辅助设计将各种各样专门技能水平的进行分组。以下部分，按照他们对数学知识和计算机科学CAD增长的需要处理与CAD相关这些小组的需要。文章以电话来结束全部计算机辅助设计用户获得一个更高的发展的空间推理的感觉。多数人的计算机辅助设计美国有超过100万位培训的工程师。即使计算机影响他们的全部工作，他们对计算机辅助设计的使用也从不非常依赖到完全依赖变化。最初，强调人的设计和计算机的计算，被叫做通用汽车的计算机设计，自从有了计算机辅助设计这一概念开始，制造工业就成为计算机辅助设计非常强大的用户。对创造设计的重点再度出现了，也就是说，在CAD的发展的到开发CAD作为一件商品，CAD极大的成功在设计的全面过程中转移了C的主体性。汽车和卡车拆卸成为数千个部分。 即使进入20世纪80年代中期，草图设计师将这些部分的几何学、调整工具生产以及把部分零件装配进汽车记录在蓝图上。一旦计算机图形变得具备交互式性和可靠性，这群草稿设计者和他们产生的这吨纸就分别成为设计者和电子记录。航空航天工业在历史上工程师曾经也是设计者，与其不同的是，这些草图设计师没有接受任何工程师的教育。在汽车制造业内，设计者一般使用计算机辅助设计系统创造和储存几何学数据。这些任务与通常使用计算机辅助设计挽回并且操作输入的几何学数据进工程分析软件的工程师的工作形成对比。极端下，工程师在从一个设计者创建的模型产生的有限元网络里利用一个节点，除产生自动网眼产生的基本数据之外，创造有摄影现实主义特别的技术意见。分开汽车的工程师和用不同的方式使用计算机辅助设计的设计者的这一划分正在缓慢地改变。遵循这一划分产生的那些问题和考虑计算机辅助设计的当今和历史角色，将为这一划分提供一个远景。建议在工程师和设计者的教育和训练方面的变化将从这个视角出现。在20世纪60年代后期和原始计算机辅助设计系统离开机构内部的研究与开发环境的早期的20世纪70年代期间， 草图设计师和工程师使用计算机辅助设计创造几何学。工程师把计算机辅助设计视为一件工具被更进一步为顺流象结构分析那样的应用发展，计算机控制机器加工等等。草图设计师仍然从工程师那里收到说明并且为起草使用计算机辅助设计作为一件工具。像一项主要的新技术的任何实施一样，计算机辅助设计的最初实施需要许多小草图设计师和工程师的训练。在计算机辅助设计方面的连续的改进，不过，有主要的结果。软件的最新推介和越来越多有关计算机辅助设计的应用软件需要对连续训练的承诺。接着发生的训练的机构体制为草图设计师（现在叫的设计者），不仅使计算机辅助设计的介绍成为可能，而且与相互作用的那些工程师为一宽范围的工程师的横剖面；在第5 部分的计算机辅助设计训练，包括产品，生产，释放，工程师，仅以这些为例。 在此之外与计算机辅助设计联系，另外小的方面，跟主要数学家和电脑专家一起，研发CAD。他们的需要从实质上不同计算机辅助设计用户的新多数。 第3 部分决定新角色和需要。同时， 一非常大组织的工程师在设计内和使用计算机辅助设计系统的紧迫的发展的生产当时从社区的计算机科学家，工程师，数学家和科学家那里进化的商业软件包。这汇合由CAD帮助刺激了解决前面提到的二分化。通过简化和去除设计师和工程师的乏味的工作。CAD讲清楚决议要求在基本的课程之外的附加培训和教育。已经在教育机构的负担的课程使新的要求难实施。这些另外的要求不可能替换技术基础; 看见显示的第5部分产业组织怎么应付训练和教育。Education and training for CAD in the auto industryDavid A. FieldGeneral Motors Research, Development and Planning Center, Mail Code: 480-106-359, 30500 Mount Road, Warren, MI 48090-9055, USAAbstract：CAD-systems envisioned and remarkably well specified in the 1950s have powered themselves into the central role they enjoy in todays automotive industry through continuous improvements and technological breakthroughs. This paper emphasizes the parallel and continuing evolution in the training and educational needs of users of CAD-systems. In the context of early historical developments of CAD at General Motors, this paper categorizes CAD-users in the automobile industry and presents their current and future needs. The variance in their educational and training needs poses an ongoing challenge for educational and industrial institutions to meet.Keywords: CAD education; CAD trainingIntroductionIn this paper CAD-models mean mathematically precise geometrical descriptions of physical objects. The descrip-tions include numerical data as well as algorithms to prescribe the geometry of the objects. CAD-systems then provide the means to create, manipulate and communicate these geometric descriptions. In order to focus on CAD with respect to the education, training and needs of CAD-users in the automotive industry, first consider a very brief history of CAD at General Motors. Similar accounts can be chronicled at other manufacturing enterprises at other manufacturing enterprises.According to an internal document written at General Motors during the late 1950s, engineers outlined, with detailed specifications, an ambitious project that prototyped modern CAD-systems. The document credits an ongoing development from the late 1940s, servo-mechanisms and digital computers, for the feasibility and motivation of a CAD-system. Although the document immediately expressed the benefits of cost savings through control of design and manufacture, reduced manpower, faster turn-around,and improved communication among engineers and draftsmen (now called designers), the document did not anticipate the magnitude of benefits reaped by the eventual proliferation of CAD in the design and manufacturing processes. Engineers, especially mechanical engineers who would be relieved from much of their experimental work, would make sophisticated uses of CAD systems in situations where workers, such as draftsmen, lacked the knowledge, skills and training. For instance, CAD-systems enabled mechanical engineers to use finite element analysis (FEA) on an unprecedented large scale.The details of this proposed CAD-system essentially described CAD-systems in use during the 1990s. Details reflected a curious blend of pushing available technology with requirements yet unattainable at that time, provided a sound business case, described improved work flow and itemized some detailed mathematics for CAD. Incredibly, some technologies did not meet specifications until nearly thirty years later! The initial paragraph of this historical document clearly laid the foundation of a CAD-system dependent on mathematics. And, as engineers in a manufacturing industry, the authors also stressed the development of technical tools, product design and, especially manufacturing tools and machines, based on what is now called CAD-technology. Emphasis on styling and numerically controlled machines dominated discus- sions. Yet common themes, saving time, creating geometry, maintenance of data, accuracy and control, provided an excellent initial list for assessing the quality of CAD- systems.Continuous improvements and technological break-throughs have powered CAD into the central role it enjoys in todays automotive industry. The most obvious examples of continuous improvement occurred in the speed, capacity and through put of computers. Computational power enabled analyses of more significant engineering problems and absorbed the increasing computationally intensive computer graphics environments. During the mid-1980s computer graphics hardware and software finally enabled real time visualizations that stylists envisioned in the 1950s. Advances in software came in all sorts of flavors. Mathematics played a crucial role by providing new mathematical constructs and algorithms. Mathematics that had been known for centuries underwent new development and fed fruitful research. Software received significant improvements in speed, robustness, accuracy and adapta- bility from underlying mathematics. Subject matter experts, in hardware and software, can point to breakthroughs that commercial CAD-systems, sometimes with tremendous inertia or reluctance, eventually absorbed. On the other hand, standards for prosaic but equally important tasks such as databases, mathematical representations of surfaces and solids, and robust computational algorithms have made tremendous improvements in processing geometric in for- mation upon which mathematical models and manufactur- ing processes depend.Since work directly related to product design and manufacturing has very high visual content, CAD-systems have become central to processes from the earliest design phase to final production. Yet, to accomplish their tasks, the vast majority of current engineers need not have any knowledge of the sophisticated mathematics and computer science upon which CAD-models and CAD-systems depend. Ranging from design specifications, to product analyses, to production tooling, etc. CAD-systems integrate these tasks by providing links to appropriate geometric data, visualizations, and interfaces with a myriad of software packages. CAD enables creation and control of product information. It allows virtually instant visual and, most important, accurate communication for design, develop- ment, analysis and manufacturing.This paper will partition the world of CAD-users into groups that require various levels of CAD-expertise. The following sections address the CAD-related needs of these groups in order of their increasing need for knowing the mathematics and computer science of CAD. The paper concludes with a call for all CAD-users to obtain a higher developed sense of spatial reasoning.CAD for the majorityThe United States has more than one million practicing engineers. Even though computers have impacted all their jobs,their useof CAD varies from notat all tobeing highly dependent on CAD. Manufacturing industries have been exceptionally heavy users of CAD from the very inception of CAD, initially called Design Augmented by Computers at General Motors to emphasize design by humans and computation by computers. Emphasis on creating designs would be relieved from much of their experimental work, would make sophisticated uses of CAD systems in situations where workers, such as draftsmen, lacked the knowledge, skills and training. For instance, CAD-systems enabled mechanical engineers to use finite element analysis (FEA) on an unprecedented large scale.Cars and trucks disassemble into thousands of parts. Even into the mid-1980s draftsmen recorded on blueprints geometries of the separt sand the tooling to manufacture and assemble the parts into automotive vehicles. Once computer graphics became interactive and reliable, throngs of drafts- men and the tons of paper they generated became designers and electronic records, respectively. Unlike the aerospace industry where designers have historically been engineers as well, these draftsmen had little if any engineering education.In the automobile industry designers generally use CAD- systems to create and store geometric data. These tasks contrast with the work of engineers who typically use CAD to retrieve and manipulate geometric data for input into engineering analyses software. At the extremes engineers manipulate nodes in finite element meshes generated from models created by a designer who, in addition to producing the basic data for automatic mesh generation, creates special technical views having photographic realism. This dicho- tomy separating automotive engineers and designers who use CAD in different ways is slowly changing. Putting in abeyance the problems that this dichotomy produces and reflecting on the current and historical roles of CAD will provide a perspective to deal with this dichotomy. Recommended changes in the education and training of engineers and of designers will emerge from this perspective.During the late 1960s and early 1970s when primitiv CAD systems left in-house research and developmen environments, small cohorts of draftsmen and engineer used CAD to create geometry. Engineers saw CAD as a tool to be further developed for downstream applications such as structural analyses, computer controlled machining etc Draftsmen still received specifications from engineers an used CAD as a tool for drafting. As with any implementation of a major new technology, the initial implementations of CAD required training of small groups of draftsmen and engineers. Continual improvements in CAD, however, had major consequences. New releases of software and an increasing number of CAD-related applications software required commitments to continued training. The ensuing organizational struct