3D Visualisation and Physical Model Making: a Comparative Study - Essay Example

3D Visualisation and Physical Model Making: A Comparative Study By Introduction A model is a medium of visual communication. It must be able to communicate the idea of a place, an object, a scientific or mathematical theory, a product, a process or a living organ. Models are extensively used in the fields of education, science, economics, business, architecture, medicine and entertainment. Models are used to teach complex concepts in mathematics, science, engineering, technology and biology. With the advent of computerised 3D and 4D technology, it is possible to impart visualisation experiences close to real life and enhance the extent and quality of understanding. Training of pilots and astronauts has been very much simplified using computer simulation. From very olden times to the present day, physical models are being used in schools, colleges and other places of learning to familiarise students with concepts of objects and places, science and mathematics, human and animal anatomy, space and universe. Models can be scaled up or scaled down versions of real objects or idealised simplified models like spherical models of planets, or they can be fictitious objects representing phenomena like the Bohr model of an atom or double helix model of a DNA( Frigg et al 2012). While 3D visualisation and modelling have revolutionised visual communication in all branches of human knowledge, physical models continue to be of value because of their simplicity, mass appeal and easy portability across different levels of sophistication. Visual communication Visual communication is the method of conveying ideas and meanings through images. Sketches, drawings, maps and symbols have been used from the beginning of civilisation to convey and preserve ideas. Physical models of objects and living organism serve to communicate the idea of the target as vividly as possible. Charts and tables are used to visually represent scientific and experimental data. Product requirements and specifications are communicated through sketches and drawings. Economic and social data and statistics are represented graphically to promote better understanding and analysis. All the visual data could be presented only in two dimensions (2D) on paper or screen. However attempts have been continuously made to impart depth and texture to images and drawings to create a life like view (3D). The development of computer and audio-visual technology has opened up immense possibilities in the field of visual communication. 3D visualisation and its applications 3D visualisations use computer graphics to generate the effect of depth so that there is an illusion of seeing a solid object. The techniques in this field have advanced so much that a real life like visual experience is possible. In contrast to maps and architectural drawings which require some understanding of the symbols and methods, computer visualisation communicates directly with the target audience and there is no need of any training to watch it. Therefore computer visualisation is a universally accepted mode of communication and a valuable means of imparting information and knowledge to all classes in the society. 3D visualisation has impacted the field of architecture and construction tremendously. Earlier the student of architecture had to equip himself with sufficient training to read various types of drawings, isometric views etc. Using 3D visualisations the communication of design ideas between tutor and the student and between the architect and the client has been very much simplified. A better experience than 3D visualisation is possible only by actually visiting construction sites at various stages of completion and examining the process in detail. Students of architecture can have easy access to thousands of 3D visuals depicting constructional design details of complex structures. Repeated viewing of the visuals will promote easy learning of the underlying concepts and to study the various materials and techniques used in the process. 3D video walkthroughs have further revolutionised learning by allowing for interaction and detailed examination. With this technique, it is possible to see inside the building, as if actually walking through the doors and corridors. It is also possible to selectively enlarge and view areas of specific interest. Architects can provide a realistic experience of walking through the various parts of the building to prospective clients using 3D walkthrough videos. It is also possible to present different views of the same scene to demonstrate different combination of designs, colours and materials to enable the client to make comparisons. For the architect it is also a powerful marketing tool, as he can make the 3D animation very appealing by enhancing the positive aspects and down playing the negatives. From the point of view of customers, a 3D walkthrough video with background audio is self explanatory and helps them evaluate a project by themselves without listening to technical jargon. In the field of manufacturing, product and process features can be communicated effectively to various levels in the organisation by the use of 3D visualisations. They form the medium of interaction and discussion regarding product and process development. It is now possible to see how a product will look like without actually making a prototype. Different parameters of the product can be varied and their effects on the final product can be studied from the point of view of designer as well as the customer. The various functions in manufacturing can be made simpler and more efficient by using visualisation. 3D visualisation can be used as a platform for communicating ideas between staff members, indicating location and movement of materials, tracking of work in progress, training of new staff members, and for maintenance and repair (Wolf, n.d.). In the consumer sector, 3D visuals play an important role in educating and informing the prospective customer about the features and operational and maintenance details of a product. The constructional details, aesthetic features, interior seating arrangements and layout of controls of a car can be explained using 3D visualisation. In the field of medicine, 3D visuals help to impart knowledge about the functioning of various organs of the human body in an engaging manner. In this case it will not be practical to study human anatomy by cutting open and looking inside. 3D visuals can be used to teach students about the symptoms of a disease and its various stages. From the descriptions of symptoms and actual case studies, images of persons afflicted with a disease at various stages of progression can be formed and visualisations of viral or bacterial activity inside the organs can be added. This will then constitute a visual study for a particular disease. Oloyede et al (2013) have documented their research to create a 3D computer graphics visualisation to disseminate information about the human cartilage and the causes of arthritis. They concluded that the complex structure of the human cartilage and functions of various parts could be easily explained using the visualisation created by them (Ibid). This is an example of how 3D visualisation can be used to advantage for teaching intricate structure of organs to medical students and also to communicate with patients. With 3D visualisation it is possible to interpolate the image of a building in the past when it was originally built and its transformation over the years. Actual photographs at various points in time and vivid descriptions given in the works of contemporary authors can be used imaginatively to create 3D images close to reality. As Dellaret and Schindler (2012) purport, valuable information about the constructional features and materials employed can be obtained by such study. This can also be applied scientifically in the restoration of monuments. If it were possible to collect all photographs of the world taken by all people across all time periods and create a digital directory of photographs and arranging them on a time varying 3D model, it will help a person to study the photographs of the same landmark at different points in time. With the help of such a digital directory of photographs, he can correlate the current scene with the different views of the same scene at different points of time in the past (Ibid.). It is also possible to visually convey how the monuments will be affected over time by air and water pollution. In the fashion industry, various designs of clothing, jewellery and cosmetics can actually be ‘tried’ on computer animated models and feedback obtained from experts in the fashion field before actually making a product. In the field of entertainment, 3D visualisations are used to produce interactive games which have become addictive for children and youth. 3D animation characters and scenery can give life to the wildest imagination of the creative thinker, which flesh and blood actors cannot cope up with. There are no limitations for the animation characters in terms of taking risks and performing most dangerous acts. For training of astronauts, the exact conditions that they will experience in space have to be provided. This is possible only by computer simulation. They have the chance to learn by failing, whereas, in the real situation they cannot afford to fail. Learning to drive on the road is a dangerous option (for others on the road also). Computer simulation provides an environment to fail and learn. 3D visualisation of accidents caused by common errors can be used to educate learners to avoid them. 3D visualisation can also be used for teaching traffic rules effectively. With the advent of 3D printing technology, it is now possible to build physical objects from CAD drawings. This has very important implications for the manufacturing sector. There is no need to make moulds for making prototypes. Realisation of the product from the idea can be done very fast. Small quantities for samples can be made using 3D printing and dedicated machinery need be procured only for mass production. Small volumes production may entirely shift to this technology. There are also some adverse effects. It is possible to make duplicates very easily. Recently there have been legal issues in the US regarding printing of guns. The process of building a complex object using 3D printing is achieved layer by layer. Apart from making physical models, the technology can also be used for making critical spare parts matching the original drawing. Three dimensional movements of the printing stylus inject and distribute a quick setting material in accordance with the CAD drawing and the solid matter is created layer by layer. Different materials are being tried so that the range of products that can be made using this technique is expanded. Some architects are even contemplating creation of small buildings by using the technique of 3D printing, but they are deterred by issues of durability, safety and insurance (The Independent, 2015). In fact artistic structures made using this technique are already on display. Scientists have been trying to print 3D models using human tissues and achieved partial success. Possibility of printing human liver or kidney in the near future cannot be ruled out. Availability of artificial organs for transplant will be a boon to many patients who have to wait endlessly for donors. Already bone grafts, hearing aids, prosthetic limbs and dental crowns have been printed (Leckart, 2013). As per the List of 3D software, in view of the vast application for 3D modelling, 3D animation and 3D rendering, a large number of application software have been developed. Google SketchUp, 3D Crafter, 3Dtin, Anim8or, Art of Illusion, Blender, BRL-CAD, Creo Elements/Direct, Draw Plus Starter edition, Free CAD, GLC Player, LeoCAD, Netfabb Studio Basic, K-3D, OpenSCAD, Tinkercad, Wings 3D are free softwares in this category and 3DS Max, Alibre, AC3D. AutoCAD, AutoQ3D, Cheetah3D, Cloud9, FormZ, Maya, Magics, NetFabb, Rhino3D, Solidworks, ZBrush are commercial softwares.(List of 3D software). The choice of software depends upon the application and the extent of accuracy required. While some of them are simple to learn and use, others require professional training. Relevance of physical models In teaching architecture students, alongside the computer visualisation, the physical model is also of much value as it serves as a location for recording and reflecting ideas during the process of the design and an easy graphic medium for both the teacher and student to visually and verbally interact. The physical model is the best possible 3D communication about the original idea, which can be easily referred back to and contemplated upon for improvements (Morkel & Voulgarelis, 2010). The touch and feel aspects of a physical model is reassuring as it is the miniature version of the original object. While it is advantageous to use computer visuals for explaining the final design to students and clients, it is better that the student learns the intricacies of the process of construction by making the physical model himself. “The physical manipulation of three-dimensional assemblies that is inherent in the use of models will be one of design education’s greatest assets….” (Steffany, 2009) Physical models help to visually communicate the basic idea quickly without the need for sophisticated computer systems. It can be used in any indoor or outdoor setting and can be used in rural and poor communities also. It is neither practical nor necessary to provide computer systems to all students in schools and colleges. Majority of the basic learning is acquisition of skills of computation and language, memorising information and performing actions. Exploring artistic and physical capabilities are also part of the learning process. A computer system may actually be a disturbance in this context. Making a physical model with one’s own hand is a way of understanding the concept in a more personal and intimate way. Some students prefer hands-on model to computer visualisations. So having both alternatives on hand will help them make comparisons and connections between the two and get a fuller learning experience (Science Education Resource Centre, 2013). For learning atomic and crystal structures in a simple classroom setting, colourful physical models may serve the purpose better as they can communicate to a group effectively without recourse to computer systems. Model making has been traditionally considered as an art. The perfect resemblance of the model to the object studied is the ultimate achievement. Works of art through ages have conveyed valuable information about the civilisation and culture of the time. Leonardo Da Vinci’s paintings are valuable recordings of history. Various cave paintings and carvings also form pages of history. The various monuments built over time stand testimony to the skill and aesthetic sense of human beings. Physical models in exhibition stalls quickly and effectively communicate with a large target audience. Architects display their talent by putting up models in public places. In the field of structural engineering, the student must understand the physical reality of the structure. Working only with computer programs and simulations deprives the student of full comprehension of “the structural reality” (Schmucker, n.d.). The advantages of both the physical model and digital model can be integrated by digitising the physical models created by students and creating a library of such digitized models. The creativity and original ideas of the students are contained in the physical models that they make. This can form the basis for 3D modelling rather than visualisations generated out of 2D drawings. Thus architectural education can be enriched by bridging the gap between physical models and digital models (Hadjri, n.d.). A Study in learning imaging anatomy indicate that learning with physical models is more effective than using text book or 3D computer models( Preece, 2013). Future of 3D technology 3D visualisation techniques are being used in most innovative ways. Immersive environments, where the person becomes part of the 3D imagery have made virtual reality possible. Techniques are being tried to simulate the sense of touch and pressure also to provide an experience closer to reality. Advertisers are using 3D technology for reaching out to their customers. Apart from the entertainment angle these advancements find application in medical diagnosis and treatment. Constructing an exact physical model of a defective body part from scanned image will help the doctor to analyse the condition in more detail before deciding upon the treatment. Perfectly matching bone grafts can be made using 3D printing. 3D printing can produce accurate replica of any complicated part. The possibility of fabricating critical spare parts can save machinery from being discarded due to lack of spares. Replica of rare archaeological specimens can be developed from scan images of the original item using 3D printing. In a collaborative effort between NHS Education, Scotland and The Glasgow School of Art’s Digital Design Studio, The 3D Head and Neck was launched in April 2014. This is an ultra realistic visualisation, which allows clinical students to interactively study the anatomy of this part of the human body (The Glasgow School of Art, 2014). There are immense possibilities for developing more such applications for use by medical students as well as students of other disciplines. Learning in the coming years is going to be more interactive with virtual teachers and virtual classrooms. Students from any part of the world can attend to lectures of eminent teachers from the comfort of their homes. Governments all over the world will use these techniques for resource mapping and obtaining statistical data. 3D visualisation vs. physical model making 3D visualisation has emerged as a powerful platform for dissemination of ideas and promotion of interactive learning. It is increasingly being used in all branches of studies and also in business promotion. It has opened up innumerable avenues for entertainment and almost all physical sports have a computer equivalent. Physical models being passive are not capable of such prolific use. However, physical models have their own uses. In fact, perfect physical models often form the basis for good visualisations. 3D printing has made it possible to make excellent physical models from computer programs. The input data for generating the computer program can be visualisations made from images or by scanning a physical model. So the need for good quality reference models will always be there. An important consideration for architectural students is the need to get a feel of dimensions and proportions of the actual structure in relation to the physical model created by hand. The skill of approximate evaluation of sizes and shapes by sight can only be developed by actually making physical models to scale. Learning using physical models is time tested and at the primary level of learning, children should touch and feel the models and develop the idea of solidity and mass rather than work with virtual images. They must also imbibe the concept of distances, height and mass. Even in higher institutes of learning, it is always beneficial to use the physical models to convey the basic ideas and refer to the visualisations for detailed study only. The awareness that the virtual images they study are only symbols for the real object should always be in their head. Conclusion 3D visualisation definitely offers immense possibilities for visual communication. It is a superior method of communication between the architect and client. It also a good teaching aid, where difficult concepts are involved. It has definitely contributed to ease and comfort in all walks of life and opened up avenues of endless entertainment.3D printing has the potential to revolutionise production of parts. It may even be used to make artificial organs. However, the simplicity and easy accessibility of the physical model makes it convenient for learning general concepts. An accurate physical model often forms the basis for computer visualisations. Learning the intricacies of structural design necessitates working with physical models. A total experience is possible only when the physical model and computer visualisation are integrated into the learning process. The developments in the field of visual communication are definitely laudable. However, the benefits of these advances are available only to an elite segment of the world population. In fact, the vast majority have other priorities to attend to. The methods of learning and avenues of entertainment cannot, therefore be made applicable universally. Reference Dellaret F & Schindler G (2012) 4D Cities: Analyzing, Visualizing, and Interacting with Historical Urban Photo Collections. Available at: http://www.cc.gatech.edu/~dellaert/ftp/Schindler12jmm.pdf Leckart S (August 6, 2013) Welcome to the age of bio printing, where the machines we’ve built are building bits and pieces of us. How 3-d printing body parts will revolutionize medicine. Available at: http://www.popsci.com/science/article/2013-07/how-3-d-printing-body-parts-will-revolutionize-medicine. Frigg R & Hartmann S (Fall 2012) "Models in Science", The Stanford Encyclopedia of Philosophy Edition), Edward N. Zalta (ed.), Available at: http://plato.stanford.edu/archives/fall2012/entries/models-science/. 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Available at: http://www.academia.edu/342452/The_importance_of_physically_built_working_models_in_design_teaching_of_undergraduate_architectural_students Oloyede A., Zheng, C & CaterC (n.d.) Using 3D visualisation to understand human articular cartilage deterioration. Available at: ttp://eprints.qut.edu.au/57785/3/99.pdf Preece D, Williams SB, Lam R & Weller R (2013) "Lets get physical": advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy. Available at:http://www.ncbi.nlm.nih.gov/pubmed/23349117?report=abstract Schmucker DG (n.d.) Models, Models, Models: The Use of Physical Models to Enhance the Structural Engineering Experience. Available at: http://search.asee.org/search/fetch;jsessionid=38inhtnnjotmu?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F22%2FAC%25201998Paper389.pdf&index=conference_papers&space=129746797203605791716676178&type=application%2Fpdf&charset Science Education Resource Centre (2013). Physical vs. Virtual Models. Available at: http://serc.carleton.edu/research_education/crystallography/models.html Steffanny E (2009) Design communication through model making: A taxonomy of physical models in interior design education. Available at: http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1748&context=etd Wolf B, Mofor G & Rode J (n.d.) Use Cases and Concepts for 3D Visualisation in Manufacturing. Available at: http://subs.emis.de/LNI/Proceedings/Proceedings110/gi-proc-110-060.pdf Read More