Title:
Education-Driven Research in CAD

dc.contributor.author Rossignac, Jarek
dc.date.accessioned 2004-09-23T13:10:14Z
dc.date.available 2004-09-23T13:10:14Z
dc.date.issued 2003
dc.description.abstract We argue for a new research category, which we call Education-Driven Research (abbreviated EDR), which fills the gap between traditional Research in any specific field (such as CAD), which is concerned with educational objectives, and research in Education, which is focus on fundamental teaching and learning principles and possibly their customization to broad areas, such as mathematics or physics. The objective of EDR is to simplify the formulation of the underlying theoretical foundations and of specific tools and solutions, so as to make them easy to understand and internalize. As such, EDR is a difficult and genuine research activity, which requires a deep understanding of the specific field and usually cannot be carried out by generalists with primary expertise in broad education principles. We illustrate the value of EDR with three examples in CAD: (1) the Split&Tweak subdivisions of a polygon and its use for generating curves, surfaces, and animations; (2) the construction of a topological partition of a plane induced by an arbitrary arrangement of edges; and (3) a romantic definition of the minimal and Hausdorff distances. These examples demonstrate the value of using analogies, of introducing evocative terminology, and of synthesizing the simplest fundamental building blocks. The intuitive understanding provided by EDR enables the students (and even the instructor) to better appreciate the limitations of a particular solution and to explore alternatives. In particular, un these examples, EDR has allowed the author to: (1) reduce the cost of evaluating a cubic B-spline curve; (2) develop a new curve that approximates a control polygon better than either a cubic B-spline or an interpolating 4-point subdivision curve; (3) discover how a circuit inclusion tree may be used for identifying the faces in an arrangement; and (4) rectify a common misconception about the computation of the Hausdorff error between triangle meshes. We invite the scientific community to encourage the development of EDR by publishing its results as genuine Research contributions in peer-reviewed professional journals. en
dc.format.extent 473327 bytes
dc.format.mimetype application/pdf
dc.identifier.uri http://hdl.handle.net/1853/3237
dc.language.iso en_US
dc.publisher Georgia Institute of Technology en
dc.relation.ispartofseries GVU Technical Report;GIT-GVU-03-26
dc.subject Education-driven research en
dc.subject B-spline curves en
dc.subject Polygon subdivision en
dc.subject Four-point subdivision en
dc.subject Parametric surfaces en
dc.subject Evaluation of curves and surfaces en
dc.subject Plane arrangements en
dc.subject Point-set topology en
dc.subject Polygons en
dc.subject Circuit inclusion tree en
dc.subject Non-manifold modeling en
dc.subject Minimum distance en
dc.subject Hausdorff distance en
dc.subject Faces en
dc.title Education-Driven Research in CAD en
dc.type Text
dc.type.genre Technical Report
dspace.entity.type Publication
local.contributor.author Rossignac, Jarek
local.contributor.corporatename GVU Center
local.relation.ispartofseries GVU Technical Report Series
relation.isAuthorOfPublication d854d72c-9694-4442-bd2f-fb8859bade72
relation.isOrgUnitOfPublication d5666874-cf8d-45f6-8017-3781c955500f
relation.isSeriesOfPublication a13d1649-8f8b-4a59-9dec-d602fa26bc32
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