**5. Example exercise**

The most interesting part of the web site is the analysis of the step by step animated solutions of the selected exercises, fifteen in total. Each exercise is explained along the animation in each step. In order to explain how the application is organized, different snapshots of the solutions of one exercise, taken as an example, are going to be shown.

The step by step solution for the aforementioned exercise is shown in Figures 5 to 12. Each figure is a single image of the sequence of the animated solution that the student can follow, and as can be seen, contains some simple messages that help to understand the examples and the theory involved. In all these snapshots, the original colours of the application have been changed for the sake of clarity of the figures.

For example Fig. 5 is the first image of the exercise and contains the statement of a problem corresponding to the section of "plane figures" or "2D shapes".

Fig. 5. The exercise statement

The explained application can be used by any student providing he knows the link and, as it was said before, the application is used by our students as a distance tool for their personal work, especially enhanced within the European Higher Education Area (EHEA) and the reforms of the Bologna Process introduced recently in most of the European Universities. For the distance learning usage, the application is included on a platform in which the contact with students is done permanently through e-mail and electronic forums supervised

The most interesting part of the web site is the analysis of the step by step animated solutions of the selected exercises, fifteen in total. Each exercise is explained along the animation in each step. In order to explain how the application is organized, different snapshots of the solutions of one exercise, taken as an example, are going to be shown.

The step by step solution for the aforementioned exercise is shown in Figures 5 to 12. Each figure is a single image of the sequence of the animated solution that the student can follow, and as can be seen, contains some simple messages that help to understand the examples and the theory involved. In all these snapshots, the original colours of the application have

For example Fig. 5 is the first image of the exercise and contains the statement of a problem

by professors.

**5. Example exercise** 

Fig. 5. The exercise statement

been changed for the sake of clarity of the figures.

corresponding to the section of "plane figures" or "2D shapes".

From Fig. 6 to Fig. 12 different snapshots of the animated solutions are presented. In each one, the part of the drawing corresponding to the current step is coloured in light colours (originally in orange in the application) while the previously drawn lines are represented in black. When a step has finished, a little arrow in the right bottom corner of the screen is illuminated in green, which indicates that the new step can start. In this way, the students can think or imagine, before starting the new animation sequence, how the solution will continue. The end of the proposed 2D exercise solution is shown in Fig. 12. In this snapshot, every line represented during the previous step in now drawn in black.

Once the problems have been solved in the 2D option, all the exercises proposed in the web site are solved, for a better understanding and following the same steps which guided the 2D solution, but in a 3D animation. The example of the 3D animation of the same exercise is shown in the snapshots from Fig. 13 to 19. The 3D animated solution is a particularly interesting characteristic of the application because it helps the students to connect the 2D solutions of the problems, which are those they have to draw in pencil and paper, with the real 3D problem.

In Fig. 13 the transformation of the 2D statement to the 3D one is shown. Fig. 14 to 19 show the snapshots of the 3D solution following the same steps than the 2D solution. In Fig. 19 the final drawing represents the solution in 3D which coincides with that obtained by 2D Orthographic Projection. The figures in 3D help the student to understand the main concepts of each part of the subject.

Fig. 6. Explanation of the exercise statement

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Fig. 9. Third snapshot with the explanation of the maximum slope line of a plane

Fig. 10. Fourth snapshot with the indications for drawing the msl of the triangle

Fig. 7. First snapshot of the animated solution

Fig. 8. Second snapshot explaining how to get the traces of the plane of the triangle

Fig. 8. Second snapshot explaining how to get the traces of the plane of the triangle

Fig. 7. First snapshot of the animated solution

Fig. 9. Third snapshot with the explanation of the maximum slope line of a plane

Fig. 10. Fourth snapshot with the indications for drawing the msl of the triangle

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Fig. 13. Transformation of the statement from 2D to 3D

Fig. 14. First snapshot of the 3D solution showing the traces of the plane of the triangle

Fig. 11. Fifth snapshot for the determination of the real size of the path

Fig. 12. The last snapshot of the animated solution

Fig. 11. Fifth snapshot for the determination of the real size of the path

Fig. 12. The last snapshot of the animated solution

Fig. 13. Transformation of the statement from 2D to 3D

Fig. 14. First snapshot of the 3D solution showing the traces of the plane of the triangle

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Fig. 17. Third intermediate snapshot where the msl is drawn in the space

Fig. 18. Fourth intermediate snapshot, application of heights difference method¶

Fig. 15. Second intermediate snapshot showing the plane

Fig. 16. Direct explanation of the path followed by the falling drop of water

Fig. 15. Second intermediate snapshot showing the plane

Fig. 16. Direct explanation of the path followed by the falling drop of water

Fig. 17. Third intermediate snapshot where the msl is drawn in the space

Fig. 18. Fourth intermediate snapshot, application of heights difference method¶

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(2009), there has been an increase in the results reaching values of 70%. But this is not the only good result, in these last years, the marks of the students that have passed the exams are higher than they used to be in the past. This can be considered also an indicator of the

The teaching of core subjects in undergraduate engineering programs has change in the last years due to the use of the new techniques and technologies. This is the case of Orthographic Projection, Technical Drawing, or Engineering Graphics in general. Here we have presented a Web application (http://turan.uc3m.es/uc3m/dpto/IN/dpin11/fabdis/ index\_000.htm) for teaching/studying Orthographic Projection that has been developed firstly as a tool to enrich the master classes, and after, as required by the students, as an online application focused on the personal work they have to carry out in the framework of

Two softwares have been used in the development of the tool: Flash® to prepare the animated solutions of the proposed exercises, and Dreamweaver® to design and create the

The site is organized in two main parts, apart from the home page: the theoretical tutorials of the main concepts, and the animated proposed exercises that include in every one not only the 2D step by step animation but also the 3D animation. These 3D animations constitute a very interesting contribution to this kind of applications because they help the students to develop the ability of connecting the 2D pencil-and-paper problems with the 3D

It has been proved by the authors that the use of the application in class and on–line by the students themselves, has produced better academic results. The web application is still alive and different sections should be implemented in the future: an interactive exercise solution part and also an evaluation part. That will definitely improve the quality and the scope of

The authors would like to thank *Ministerio de Ciencia e Innovación* of Spain for the financial support that made possible this work through *Proyectos DPI2006-09906 and DPI2009-13264*, and also to Miguel Ángel de Lucas Hernández for his work preparing the teaching material

Bélanger, F. & Jordan, D.H. (2000), Evaluation and implementation of distance learning: technologies, tools, and techniques. Idea Group Inc (IGI), ISBN : 1878289632. Honeyman, M. & Miller, G., Agriculture distance education: A valid alternative for higher

education?*,* Proceedings of the 20th Annual National Agricultural Education

goodness of the tool.

**7. Conclusion** 

Bologna Process.

web site.

real problems.

**8. Acknowledgment** 

**9. References** 

as a part of his Final Study Project.

the tool for the distance learning purposes.

Research Meeting*,* (1993), pp. 67-73.

Fig. 19. Last snapshot giving the true size of the path followed by the drop
