Application of simulation in 3D space to teaching and science research

Thu Dau Mot University Journal of Science - Volume 2 - Issue 1-2020 
 139 
Application of simulation in 3D space to teaching and science 
research 
by Ngo Bao (Thu Dau Mot University, Vietnam) 
Article Info: Received 30 Nov. 2019, Accepted 15 Jan. 2020, Available online 15 Feb. 2020 
 Corresponding author: baon@tdmu.edu.vn (Ngo Bao M.A.) 
 https://doi.org/10.37550/tdmu.EJS/2020.01.007 
ABSTRACT 
This article introduces the general issues and benefits of simulation in teaching 
and scientific research. Thereby, the author illustrates by making 3D drawings, 
assemblies, videos simulating machine structures for teaching Theoretical 
mechanics, Construction machine subjects and the author's studies in the 
mechanical field. 
The application of simulation in teaching is to create videos by using Solidworks 
software, simulating the operating principle of machine structures. After that, 
show the videos to the students, excite them and make the lesson lively. And the 
simulation application in scientific research is mentioned as the way to use 3D 
drawings and simulation videos to preview the research results, promptly fix the 
wrong places. Since then, the research is quick, cost reduction is not worth it. 
The results of this paper are to point out the unique benefits that contribute 
positively to simulation in teaching and in scientific research. 
Key words: cranes, figures, hoists, schemas, simulations 
1. Introduction 
Simulation: Simulation is a method of building a model based mainly on 3D (3-
dimensional) and for that model to work properly or close to the operating principle of 
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things and phenomena in reality. From there, we better understand the nature of things and 
phenomena and have a way to apply them to life. As we know, many people use computer 
software to simulate lightning in a thunderstorm, simulate the deformation of materials 
when bearing, simulate electric current flowing in a wire, simulating electrons orbiting the 
nucleus, simulating the movement of magnetic field lines around the magnet, simulating the 
working principle of machines, etc. All of this is very interesting. 
Figure in engineering and simulation of figure activity: The figure is a specific feature 
of the subjects of the technical discipline. In a sense, the figure is the "communication 
language" between people doing technical work together. Teaching and researching 
multi-disciplined subjects requires reasonable methods to succeed. We read and 
understand the drawings related to the subject as if we have partially acquired the 
knowledge of that subject. Currently, the figure in textbooks and science and technology 
books are mostly flat, drawn from the time when 3D graphic software was not widely 
used. This makes the textbook reader have to imagine, infer these flat shapes into space. 
That process of imagination and deduction must have been inevitable mistake and 
deadlock. 
Figure 1. The screen of the Solidworks software 
Today, graphical software is very helpful for technicians in drawing 3D figure, 
simulating states to preview the results of the projects that they are about to perform. 
From there, technicians see their mistakes and fix them right before the construction of 
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the project. In teaching and scientific research, too, we should apply the simulation 
capabilities of such graphic software to reduce the inference when we encounter 
technical drawings, mechanical principle diagrams, etc. That reduces the unfortunate 
errors. For example, if we want to design and build a machine, but we only use 2D 
drawings on AutoCad as before, our design and manufacturing are very time 
consuming. On the contrary, if we use 3D drawings to assemble, simulate and preview 
the results of the operating principles of that machine, our research and manufacturing 
are very quick. Because at that time, we had a visual, comprehensive view of the 
machine we wanted to make. 
2. Application of simulation into teaching 
2.1. Application of simulation when lecturing 
Currently, most universities and colleges throughout the country, each classroom is 
equipped with a projector. This is very convenient for teachers to present vivid images 
to illustrate the lecture, to inspire learners. However, we do not discuss here is the use of 
PowerPoint effects to present a static drawings in a plane. Which we use specialized 
graphics software such as AutoCad 3D, Solidworks, Inventor, Catia, ... to draw and 
make motion simulation videos in 3D space of technical structures, simulation 
principles of equipment in mechanical engineering, construction, architecture, 
environment... These specialized software represent movements in space in true or 
approximate manner according to technical language. After you have the simulation 
movie, we just need to use PowerPoint to show. 
To illustrate, we use drawings in the curriculum of Theoretical Mechanics and Construction 
machinery as an example (see sections 2.2 and 2.3). The drawings mentioned in these two 
subjects have many types, they are: schemas, technical drawings, structural principle 
diagrams, operation principle diagrams of construction machines, ... 
Considering specific problems through the Theoretical Mechanics subject. When 
lecturing on the handwheel mechanism - slider as shown in Figure 2a, the lecturer said: 
"When the OA bar is rotated around the fixed O point, the AB bar is moving flat, the B 
slider is moving in the groove". That said, the students will have many doubts, not 
knowing when the moving parts, they will hinder each other? How did they move that 
way? 
Indeed, the reality of teaching shows that some students still do not understand, or 
understand vaguely, imagine, infer different types, do not know how the motions. Some 
students have the courage to ask the lecturer again, but the problem has not been 
completely solved, because "Looking at the quiet image in the plane and imagining the 
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animation in space" may be wrong. If at the same time, the instructor opens a video to 
simulate the movement of the handwheel mechanism - slider as shown in Figure 2b, the 
situation will be more comfortable, the students will easily understand the lesson and be 
more interested in learning, the lecturers will be less tired. 
 a) Schema b) Figure simulation 
Figure 2. Handwheel mechanism - slider 
2.2. Application of simulation when instructing to solve exercises 
We all know that in order to properly solve physical exercises, students must understand 
the probable nature of things and phenomena. Mechanics is a field of physics, most 
mechanical exercises are accompanied by drawings of the mechanical systems. Knowing 
the principles of movement of the system and the learned formulas, students will solve the 
exercises correctly. However, the reality shows that mechanical exercises are too difficult 
for many students. Most students do not understand the principles of movement of the 
system, deduce many different types, lead to wrong solutions, or fail to do the exercises. 
To reduce difficulties for students, according to the author of this article, the application 
of simulation in 3-dimensional space to teach theoretical mechanics subject is very 
necessary. Through this method, students understand the principle of moving objects, the 
nature of the problem, thereby solving the problem correctly. 
When teaching and learning mechanical subjects such as: Mechanical Engineering, 
Theoretical Mechanics, Structural Mechanics, Material Strength, ... we often see the 
concept of "schema", that is, using simple drawings to represent show the structure, the 
machine details. Using a schema is somewhat quick, but behind it is the thinking, 
imagination of readers about the product in reality. Which was imagination then make 
mistakes. Therefore, when teaching we need to use schemas and use 3D images or 
simulated videos, the lesson will be successful, the teachers will work hard, the learners 
will also be easier to understand and interested in learning. 
Table 1 shows the structure diagrams (Theoretical Mechanics subject) and the 
accompanying 3D figure. From this 3D image, we can simulate on the computer to see 
how the mechanism works. 
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TABLE 1. Common machine structures 
No. 
Name of 
structure 
Schema 
3D images (also simulated videos made 
by the author) 
1 
Handwheel 
mechanism - 
slider 
2 
The culit 
structure 
3 
Horizontal 
planning 
machine 
structure 
4 
Sine structure 
(turning 
rotary motion 
into 
translational 
motion) 
5 Cam structure 
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6 
Elliptical arc 
structure 
7 
4-stage hinge 
mechanism 
(for 
application in 
presses) 
8 
The structure 
of the OA bar 
spins and the 
BD bar 
progresses 
9 
Structure of 
artifacts 
showing 2 
parallel 
movements 
(combining 2 
rotating 
motions) 
10 
The 
mechanisms 
represent the 
law of 
conservation 
of 
momentum. 
- The thing 
that slides on 
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the tilted 
wedge, the 
wedge is 
backward. 
- If the object 
rolls on the 
disc, the disc 
will reverse. 
- Cars running 
on the ferry 
make the 
ferry back a 
bit. 
2.3. Application of simulation when lecturing on the operating principle of 
construction machinery 
In order to understand machines and equipment, students must first understand the 
working principles of such machines and equipment. Talking about the working 
principle of a device is talking about how the device works to serve people. However, 
the curriculum only draws the device in 2D (two-dimensional) shape and explains in 
words the operating principle of that device. Students read the syllabus, the teacher 
explained more, but the students' understanding level was not high, looking at the static 
image but judging for animation, deducing many types, even deviating the problem. 
By using specialized graphic software, the ability to understand mechanical equipment, 
construction, lecturers can draw and simulate the internal structure of the construction 
machine while the machine is working, then slide show for students to see. This is really 
effective for teaching and learning. Figure 3 shows some construction machine models 
drawn and simulated by the author. 
Currently, there are many construction machines on the internet, but most of them show 
us their appearance, we don't know how the internal mechanism works. Therefore, to 
help students, lecturers need to use specialized graphics software such as Solidworks, 
Catia, Inventor, ... to draw, simulate the inner work of equipment and machines to help 
students. 
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 a) Gantry crane b) Differential structure (in a car) c) Robot arm 
d) Cone cone crusher e) Jaw crusher (crushing stone) f) Double shaft crusher 
 g) Hoist h) Tower crane i) Lifting equipment 
Figure 3. 3D images and video simulating the working principle of construction 
machine (The author uses Solidworks software to implement) 
3. Application of simulation into scientific research 
3.1. Theoretical basis 
In scientific research, the simulation gives us a lot of advantages, most notably to give us a 
visual look, to preview the results we want to work towards. Since then, our research has 
been easy, with little effort and cost, when project projection before the judges also went 
smoothly, everyone immediately understood the problem. 
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For example, when we use 3D drawings combined with simulation to preview the results of 
the operation of a certain machine, we have a full view of the machine we want to do. When 
we send a 3D drawing to place a machine manufacturer, that worker is easy to understand, 
we do not have to spend a lot of time explaining. In fact, there are complex machine details, 
when drawing 2D, it is necessary to use very detailed cut, extracted pictures, even very 
skilled workers take a lot of time to read and understand drawings. And when we use a 
combination of 2D and 3D drawings, both we and the workers understand and work very 
comfortably. Therefore, the creation of that machine is very convenient. 
3.2. The application of simulation in some scientific research projects of the author 
a) Design and manufacture a model of tower crane and construction hoist (Figure 4): 
This is a school-level scientific research project in 2016. The author has completed this 
topic before 3 months due to use. 3D drawings and simulation of preview results. The 
following are excerpts from some major simulations. 
Figure 4. Model assembly drawing of a crane and hoist (There are a total of 6 clips 
simulating the principle of operation). 
1. Pulley 
2. Tower base 
3. Lifting table 
4. Strut 
5. Base stand 
6. Electric traction motor 
1. The top of the tower 
2. ligament cable 
3. Electric winch pull forklift 
4. Counterweight 
5. Counterweight bar 
6. Electric motor 
7. Forklift 
8. Hand crane 
9. Electric winch lifting objects 
10. Cage lifting the tower 
11. Tower base 
12. Stand base 
13. Electric winch pulling cable a) 
b) 
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b) Design and manufacture of models incorporating pile driving and pressing machines 
(Figure 5): This is a research topic evaluated by the jury with many advantages for 
being new and creative, combining 2 models into 1 model, significantly reducing 
manufacturing costs and saving storage space. The author also used simulation that the 
research was successful. 
a) Piling machine model b) Model of pile presses 
Figure 5. Model assembly drawing 
of pile driving machine (a total of 4 
clips simulating movements) 
Figure 6. Model drawing of combined 
crane, crane and gantry crane (total of 6 
clips to simulate movements). 
a) Model of crane 
b) Horizontal crane model 
c) Model of gantry crane 
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c) Design and manufacture of combined models of crane, crane and gantry crane 
(Figure 6): This research topic has also been evaluated by many judges because of its 
new and innovative features. 3 models into 1 model, significantly reducing fabrication 
costs and saving storage space. 
4. Conclusion 
Using computer software to simulate true or slightly true to the principle of operation of 
things, the phenomenon has great significance in teaching and in scientific research. 
Simulation helps us better understand the nature of things and phenomena and have a 
way to apply them to life. 
The author has theorized and presented 3D images, videos simulating many 
mechanisms of machinery, equipment for teaching and scientific research to clarify the 
value of simulation. Indeed, simulation gives us the following benefits: 
 Students easily understand the lesson, and understand the true nature of the 
problem. 
 Clarify what the teacher wants to say. 
 Causing attention, stimulating learning passion for students. 
 Increase teaching and learning productivity (lecturers do not have to spend a lot 
of time to guide students to imagine from still images to animation). 
 Increase productivity and reduce scientific research costs. 
When drawing 3D images and making simulation videos, the instruction manuals of 
Solidworks, Inventor, Catia, etc, mentioned. Lecturers and students of engineering 
disciplines can learn and do this by themselves. 
References 
Nguyen Trong Huu (2010), SolidWorks User Guide 2010, Transport Publishing House. 
Nguyen Van Hung, Pham Quang Dung, Nguyen Thi Mai (2010), Construction Machinery, 
Science and Technology Publishing House. 
Nguyen Dang Cuong, Vu Minh Khuong (2010), Construction Machinery, Construction 
Publishing House. 
Vu Duy Cuong (1999), Textbook of Theoretical Mechanics, Ho Chi Minh City University of 
Technology. 
Ngo Bao (2016), The final report of the school-level scientific research project in 2016: 
"Designing and manufacturing a model of tower crane and construction hoist".