Building change-structure influence visual tracking and guiding method and system

Abstract

The invention discloses a building change-structure influence visual tracking and guiding method and system, and belongs to the technical field of civil engineering informatization and collaborative design teaching. According to the method, a three-layer mapping model of building components, structural components and construction organization tasks is constructed, building information such as shaft nets, walls, beam slabs and holes is automatically mapped to structural component parameters and key construction procedures, and the incidence relation is stored in the form of a graph database; and when a building student uploads a new version of CAD / BIM model every time, the system executes increment comparison. The student terminal interface highlights an affected object in a 3D or 2.5 D mode; and the teaching guidance module automatically generates analysis and review suggestions according to the influence range, and records the response process of the teacher and the students. According to the invention, refined visual tracking of influence of frequent building change on structural design and construction organization in joint graduation design is realized, and teaching feedback and process assessment effects are improved.

Description

Technical Field

[0001] This invention relates to the fields of information technology in civil engineering and engineering education, specifically to a method and system for visual tracking and teaching guidance of architectural changes and structural impacts in a multi-disciplinary joint graduation design scenario for undergraduate civil engineering, belonging to the application technology of BIM / CAD collaborative design and teaching support systems. Background Technology

[0002] Building Information Modeling (BIM) technology has been widely applied in the design, construction, and operation and maintenance phases of engineering projects, resulting in numerous BIM-based engineering information management systems and collaborative platforms for project teams. These platforms enable 3D visualization, clash detection, and information sharing among multiple disciplines, including design, cost estimation, and construction. In the teaching practice of civil engineering and architecture programs at higher education institutions, an increasing number of schools are introducing BIM platforms to conduct multidisciplinary joint graduation projects and comprehensive practical training, enhancing students' collaborative design and project management capabilities through virtual engineering projects.

[0003] In existing technologies, one type of BIM engineering management system primarily focuses on information integration and collaboration throughout the entire lifecycle of an engineering project. For example, it combines mobile and web terminals to achieve functions such as on-site condition information collection, task management, and model browsing. These systems are generally designed for participating units in real engineering projects, emphasizing collaboration between design institutes, construction units, supervisors, and owners, and are not geared towards teaching evaluation and learning process guidance for students.

[0004] Another type of platform focuses on the application of BIM in civil engineering education, proposing a BIM-based multidisciplinary joint graduation design or comprehensive course design model. These platforms typically use commercial BIM software and general collaborative platforms to enable students from architecture, structure, mechanical and electrical engineering, cost estimation, and construction to collaboratively model and generate drawings on the same project. Some platforms also support construction simulation and cost analysis to enhance students' comprehensive engineering capabilities. However, these teaching platforms often remain at the level of "multidisciplinary collaboration on the same model," lacking modeling and management of fine-grained information mapping relationships between different disciplines. In particular, the dynamic impact of changes in building components on structural design verification and construction organization plans has not yet been systematically represented and visualized.

[0005] In the field of engineering change management, academia and industry have conducted extensive research on change impact analysis, proposing methods for identifying change impacts based on BIM data and dependency graphs. These methods construct graphical models to represent the relationships between components and processes, thereby assessing the impact of design changes on cost, schedule, and risk in engineering projects. Recent research has also explored link prediction and consistency checks on multidisciplinary BIM diagrams to support automatic association between architectural and structural models and change impact analysis. However, these studies primarily serve decision support for professional engineers, focusing on the quantitative impact of changes on engineering performance and cost. They have not incorporated the characteristics of undergraduate university teaching to design visualization pathways for "teaching explanation" or process data recording mechanisms for teacher evaluation.

[0006] In undergraduate graduation project teaching, students often frequently modify building plans and elevations during the architectural design phase, including adjustments to axes, changes in floor heights, wall relocations, and additions or subtractions of openings. These architectural changes directly alter the arrangement of structural components, internal force distribution, and reinforcement design, further impacting the division of construction workflows, resource allocation, and schedule. Existing BIM / CAD collaborative platforms typically only provide model overlay updates, meaning structural engineering students re-import the latest building model for modeling and analysis after updates. This makes it difficult to automatically identify "which architectural change" caused "which structural components and construction tasks must be updated simultaneously," forcing structural engineering students to frequently "recalculate." Furthermore, it makes it difficult for instructors to conduct targeted, process-oriented evaluations of students' analytical abilities and collaborative awareness based on specific change events.

[0007] Furthermore, existing change management tools are mostly designed for engineering project management, often presenting changes and their impacts in the form of tables, reports, or simple tags. They lack a "change impact path visualization" function that is designed for teaching scenarios and allows for interactive browsing along the causal chain. They also do not provide a mechanism to automatically generate "teaching action suggestions" for different impact ranges (such as prompting students to re-analyze internal forces, design reinforcement, or divide construction flow sections within certain axis ranges). Moreover, they do not organically combine students' response to changes with teacher evaluations to form a quantifiable teaching data loop.

[0008] In summary, the existing technologies lack a method and system that: 1) is suitable for undergraduate multi-major joint graduation design scenarios; 2) can construct a three-layer fine-grained mapping model of architecture-structure-construction organization; 3) supports the capture and impact propagation of incremental changes for architecture students who frequently revise drawings; and 4) transforms the impact of changes into a visual tracking and guidance method for architectural change-structure impact that can be taught, explained and assessed through a visualization path display and teaching guidance suggestion module. Summary of the Invention

[0009] This invention aims to address the following problems existing in BIM / CAD collaborative platforms in undergraduate multi-disciplinary joint graduation design teaching scenarios: There is a lack of fine-grained mapping between architectural changes and structural design and construction organization, making it impossible to accurately track which structural components and construction tasks are affected by a specific architectural change; frequent revisions by architecture students lead to repeated overall recalculations by structural students, making the change impact process invisible and opaque, and hindering teachers from conducting targeted teaching and process assessment; existing change management tools lack a teaching-oriented "visualization of change impact paths," failing to help students intuitively understand the chain reaction of "architectural change—structural internal forces / reinforcement—construction period / cost"; and there is a lack of a mechanism to automatically generate teaching guidance suggestions based on the scope of change impact and combine them with teacher evaluations to form a closed-loop teaching data system.

[0010] The purpose of this invention is to provide a method and system for visual tracking and guidance of architectural changes and structural impacts. By constructing a three-layer mapping model of architecture, structure and construction organization and an incremental change impact propagation algorithm, the invention enables the visualization of the impact path of architectural changes and the automatic generation of teaching guidance suggestions, thereby improving the teaching relevance and collaborative design quality of joint graduation projects.

[0011] To achieve the above objectives, the present invention provides a method and its implementation system, the core of which is:

[0012] 1. Construction of the three-layer mapping model

[0013] Starting with architectural CAD / BIM models submitted by architecture students, this paper analyzes and standardizes the representation of architectural components. Based on a pre-defined rule base and / or semi-automatic interactive configuration, it establishes a mapping relationship between architectural components and structural components. Furthermore, it establishes the relationship between structural components and construction tasks, forming a three-layer mapping model of "architectural components—structural components—construction tasks." This mapping model is implemented using a graph database and stored in the form of nodes and edges. , where the set of nodes Includes a set of building component nodes Structural component node set Construction task node set edge set This includes building-structure mapping edges, structure-construction mapping edges, component connection edges, and task dependency edges. By attaching rich attributes to nodes and edges, this invention can quickly query the structural components and construction tasks corresponding to a certain building component at any time, or trace back from a certain construction task to the corresponding structure and building component.

[0014] 2. Incremental Change Capture and Difference Identification

[0015] During the joint graduation project, architecture students submit multiple updated versions of the architectural model. This invention uses a version management and incremental comparison mechanism to detect differences between the old and new versions of the architectural model, identifying changed components such as additions, deletions, displacements, and dimensional changes. Specifically: it uses the unique identifier and spatial position relationship of components for matching to identify added and deleted components; it determines whether displacement has occurred by comparing the geometric center coordinates and axis relationships of components; and it determines whether the dimensions have changed significantly by comparing the component's dimensional attributes. The detection results are written into the corresponding architectural component node's "change type" and "change version" attributes in the graph database for subsequent impact propagation and visualization.

[0016] 3. Cross-disciplinary changes impact dissemination

[0017] This invention propagates architectural changes from the building component layer to the structural component layer, and then to the construction task layer, by traversing the graph database along mapping edges and dependency edges. For the structural layer: affected structural components are directly located based on the building-structure mapping edges. Then, based on the connection relationships between structural components and the sensitivity of internal force redistribution, a limited-depth extended search is performed on adjacent components to identify components that may be indirectly affected. For the construction layer: affected construction tasks are determined based on the structure-construction mapping edges. Then, based on the temporal and logical dependencies between construction tasks, the subsequent procedures and workflow divisions that need adjustment are identified. By recording attributes such as "directly affected / indirectly affected," "degree of impact," and "related change version" on nodes, refined tracking of cross-disciplinary change impacts is achieved.

[0018] 4. Visual teaching demonstration of the impact of changes on the path

[0019] To adapt to teaching scenarios, this invention designs a student-oriented visual interactive interface that integrates architectural, structural, and construction information into a single 3D or 2.5D view, and uses color coding and highlighting to identify affected components and tasks. Simultaneously, this invention provides a "Change Impact Path" navigation function, abstracting a single architectural change into a multi-level path originating from the "Change Reason Node," for example: Students can click along the path to view the attribute information and teaching explanations of each node, thereby intuitively understanding the chain effect of building changes on structural stress performance and construction organization.

[0020] 5. Teaching guidance and process assessment support

[0021] After identifying the scope of impact of the change, this invention, through its teaching guidance module, automatically generates teaching suggestions related to the change based on pre-configured rules and a teaching experience database. For example, suggestions might include: re-analyzing the internal forces and redesigning the reinforcement of a frame within a certain axis range; redefining the flow section boundaries of a construction segment; and prompting attention to crack control or deflection verification of a component. These suggestions, along with the change's impact path, are pushed to students and teachers. Teachers can check whether students have analyzed and modified according to the suggestions and record their evaluations in the system. The system statistically analyzes and visualizes indicators such as the number of changes, change response time, and the adoption rate of teaching suggestions, forming data that can be used for the process assessment of joint graduation projects.

[0022] Through the above technical solution, this invention realizes the cross-professional influence chain from "architectural drawing modification" to "structural verification and construction organization", and achieves refined tracking and visual interpretation with graph database as the core. Compared with the static information sharing and simple model linkage of traditional BIM collaborative platforms, it has stronger teaching relevance and interpretability.

[0023] Compared with the prior art, the present invention has at least the following beneficial effects:

[0024] 1. Three-layer fine-grained mapping and graph management

[0025] A three-layer mapping model between building components, structural components and construction tasks was established and stored in the form of a graph database. This allows each building change to be accurately traced to the corresponding structure and construction object along the mapping relationship in the graph, avoiding the phenomenon that structural engineering students "recalculate the whole thing but do not know the source of the change".

[0026] 2. Incremental tracking capability for high-frequency changes

[0027] This invention employs an incremental comparison mechanism and version management strategy, focusing on the impact propagation and visualization of differences in components during each architectural change. This significantly reduces the workload of analysis and teaching feedback, and is well-suited to the high-frequency drawing revisions required by architecture students in undergraduate joint graduation projects.

[0028] 3. Visual explanation of the teaching effect of changing the path

[0029] By displaying a clickable path from "Reason for Change → Building Components → Structural Internal Forces / Reinforcement → Construction Period / Cost", this invention transforms the professional cause-and-effect chain that usually exists only implicitly in the minds of engineers into a visual teaching resource, helping students establish a holistic engineering perspective on architecture, structure, and construction.

[0030] 4. Deep integration of teaching activities and system analysis results

[0031] The teaching guidance module automatically generates analysis suggestions based on the scope of impact of changes and records students' response behavior and teacher evaluations, making each architectural change a measurable teaching event and realizing the visibility, quantification and traceability of the multi-disciplinary collaborative process in the joint graduation project.

[0032] 5. Facilitates promotion and expansion

[0033] This invention employs a general graph database modeling method and a configurable mapping rule base, which can be easily adapted to different schools, different structural systems and construction management models, and has good scalability and engineering application prospects. Attached Figure Description

[0034] To better understand the technical solution of the present invention, embodiments of the present invention will be described in conjunction with the accompanying drawings. The drawings are used to illustrate the principles or structural examples of the present invention, and those skilled in the art can make modifications without departing from the spirit of the present invention.

[0035] Figure 1 This is a schematic diagram of the overall architecture of a building alteration-structural impact visualization tracking and guidance system according to the present invention. In the diagram: 1 — System as a whole; 101 — Model import and parsing module; 102 — Three-layer mapping model construction module; 103 — Graph database; 104 — Version management and difference detection module; 105 — Impact propagation and update module; 106 — Student-side visualization interaction module; 107 — Teaching guidance generation module; 108 — Teacher-side process evaluation module; 109 — Network and data interface module.

[0036] Figure 2 This is a schematic diagram of the graph database structure of the three-layer mapping model of the present invention. In the diagram: 201 — building component node; 202 — structural component node; 203 — construction task node; 204 — building-structure mapping edge; 205 — structure-construction mapping edge; 206 — component connection edge; 207 — task dependency edge; 208 — verification condition node; 209 — component attribute node.

[0037] Figure 3 This is a schematic diagram of the incremental change detection and impact propagation process for the building model version according to the present invention. In the diagram: 301 — Old version building model; 302 — New version building model; 303 — Version management unit; 304 — Difference detection unit; 305 — Set of changed components; 306 — Change mark writing unit; 307 — Impact propagation unit; 308 — Set of affected structural components; 309 — Set of affected construction tasks.

[0038] Figure 4This is a schematic diagram of the student-side change impact visualization interface of the present invention. In the diagram: 401 — 3D view area; 402 — Change list area; 403 — Change impact path navigation area; 404 — Attribute and teaching instructions area; 405 — Filtering and view control toolbar; 406 — Version selection and comparison control.

[0039] Figure 5 This is a schematic diagram of the teacher-side process assessment and teaching guidance interface of the present invention. In the diagram: 501 — Change and response timeline view; 502 — Statistical analysis chart area; 503 — Teaching suggestions and evaluation record area; 504 — Student / team list area; 505 — Change details pop-up window. Detailed Implementation

[0040] The specific embodiments of the present invention will now be described in detail with reference to the accompanying drawings. It should be understood that the following embodiments are only for illustrating the present invention and not for limiting the scope of protection of the present invention. Various modifications or substitutions can be made by those skilled in the art without departing from the spirit and substance of the present invention, and all such modifications or substitutions should fall within the scope of protection of the present invention.

[0041] I. Overall System Deployment and Role Scenarios

[0042] In a typical embodiment, the system of the present invention is deployed as a web platform based on a browser / server (B / S) architecture, and the overall system is as follows: Figure 1 As shown. System 1 communicates with student and teacher terminals via a network, and the terminals can be personal computers, workstations, or tablet computers, etc.

[0043] Joint graduation projects typically involve multiple roles, including architecture students, structural engineering students, and engineering management / construction students. Architecture students upload their architectural model files, created in CAD or BIM software, to the system; structural engineering students perform structural analysis and design based on the building-structure mapping relationships maintained in the system; and engineering management / construction students use the construction task information maintained in the system to design construction organization and schedule plans. Faculty members can view the change response behavior and collaboration of students from each major through the faculty-side process evaluation module 108.

[0044] System 1 includes: Model Import and Parsing Module 101, Three-Layer Mapping Model Construction Module 102, Graph Database 103, Version Management and Difference Detection Module 104, Impact Propagation and Update Module 105, Student-Side Visual Interaction Module 106, Teaching Guidance Generation Module 107, Teacher-Side Process Evaluation Module 108, and Network and Data Interface Module 109, etc.

[0045] The graph database 103 can be implemented using a graph database management system, such as Neo4j, but is not limited to any specific product. In this embodiment, the graph database uses labeled nodes and relationships to realize multi-hop associations between building components, structural components, and construction tasks.

[0046] Construction and storage of two- and three-layer mapping models

[0047] 1. Analysis of Building Component Information

[0048] After completing architectural models in architectural design software (such as Revit, ArchiCAD, and domestic BIM software), architecture students upload the model files (such as RVT, IFC, DWG, DGN, etc.) to System 1 via a web interface. The model import and parsing module 101 calls the corresponding parser according to the file type to extract architectural component information.

[0049] The parsed building component information includes, but is not limited to: component unique identifier ID, component type (wall, beam, slab, column, staircase, door, window, opening, etc.), floor, axis or grid coordinates, geometric parameters (length, width, height, thickness), material properties, location and orientation, etc. Module 101 transforms this information into a unified data structure for subsequent mapping.

[0050] In the graph database 103, for each building component, the three-layer mapping model construction module 102 creates a building component node 201 and adds attribute fields to it, such as: b_id: unique identifier of building component; b_type: component type; story: floor; grid: axis / grid positioning; geom: geometric parameter description; version: version number of the building model to which it belongs; status: whether it is currently valid (to facilitate subsequent processing to delete the component); change_type: change type (default value is "no change").

[0051] 2. Architectural-structural component mapping

[0052] Before structural engineering students begin structural design, the three-layer mapping model construction module 102 maps building component nodes 201 to structural component nodes 202 according to a preset mapping rule library. The mapping rules can include the following typical forms: wall → shear wall or infill wall; column grid location → frame column; beam and slab outline → beam and slab; stairwell location → stair component.

[0053] The mapping rule base can be pre-configured by teachers or administrators, or it can be iteratively improved during system use. In some embodiments, the system can automatically recommend mapping structural component types based on the type, size, floor, and structural system type of building components, and allow structural engineering students to confirm or adjust them.

[0054] Upon each successful mapping, module 102 creates a structural component node 202 in the graph database 103 and creates a building-structure mapping edge 204 between the building component node 201 and the structural component node 202. The structural component node 202 includes the following attributes: s_id: unique identifier for the structural component; s_type: component type (frame beam, frame column, shear wall, floor slab, etc.); section: cross-sectional dimensions; material: concrete strength grade, steel reinforcement grade, etc.; design_rebar: design reinforcement information; control_loadcase: control load case; version: the version number of the structural design, etc.

[0055] The building-structure mapping edge 204 includes the following attributes: map_rule: mapping rule number or name; sensitivity: the sensitivity weight of the building component to the structural component changes (e.g., between 0 and 1); create_version: the building model version number when the mapping was created, etc.

[0056] 3. Structural Component-Construction Task Mapping

[0057] Engineering management / construction students configure construction organization information in the system based on the structural design results. For example, they can divide structural components into different construction flow sections and compile construction tasks such as formwork erection, rebar tying, concrete pouring, and formwork removal.

[0058] The three-layer mapping model construction module 102 automatically or semi-automatically generates construction task nodes 203 based on the floor to which the component belongs, the axis range, and the construction section division rules. Each construction task node 203 includes: c_id: unique identifier of the construction task; c_type: process type (formwork, reinforcement, concrete, etc.); zone: work area or set of components; start_plan, finish_plan: planned start and end times; resources: main resource types and quantities; flow_section: flow section number, etc.

[0059] Module 102 creates a structure-construction mapping edge 205 between structural component nodes 202 and construction task nodes 203, which is used to represent which construction tasks implement a certain structural component, or which structural components a certain construction task involves. The sequential logic and pipeline overlap relationship between construction tasks are represented by task dependency edges 207.

[0060] In addition, this embodiment can also introduce verification condition nodes 208 and component attribute nodes 209 into the graph database to support richer query and visualization needs.

[0061] Through the above steps, the system has completed the construction of a three-layer mapping model, providing a data foundation for subsequent incremental change tracking and impact analysis.

[0062] III. Detection and Impact Propagation of Incremental Changes in Architectural Models

[0063] 1. Architectural Model Version Management

[0064] like Figure 3 As shown, the version management and difference detection module 104 manages the version numbers of model files uploaded by architecture students. Whenever a student submits a new architectural model, module 104 assigns it a new version number. and compared with the previous version Establish a connection.

[0065] In graph database 103, the `version` attribute of building component node 201 is updated accordingly, indicating the building model version to which it belongs. When a component is deleted in a new version, its `status` attribute can be set to "invalid" and `delete_version` can be recorded; when a component is added in a new version, a new building component node is created and its `create_version` is recorded.

[0066] 2. Difference Detection Process

[0067] The difference detection is performed by the difference detection unit 304, and mainly includes the following steps:

[0068] Identifier matching: Fast matching between new and old component sets is achieved using the unique component identifier b_id. If a component exists in the new version but not in the old version, it is considered a newly added component; otherwise, it is considered a deleted component.

[0069] Position comparison: For components that are successfully matched, the displacement is calculated by comparing their geometric center coordinates and axis / grid positioning attributes; when the displacement exceeds a preset threshold, or when the relative relationship between the component and the adjacent axis changes, it is marked as a displacement component.

[0070] Size comparison: For components that have been successfully matched, their geometric parameters such as length, width, height, and thickness are compared. When the change ratio exceeds a preset threshold (e.g., 5% or 10%), they are marked as components with size changes.

[0071] Change set generation: The newly added, deleted, displacement and size change components are summarized to generate change component set 305, and the corresponding change type is recorded in the change_type attribute of building component node 201, and the version number of this change is marked.

[0072] 3. Cross-layer influence propagation

[0073] The influence propagation is executed by influence propagation unit 307, and its process includes:

[0074] Building → Structure Propagation: For each building component node 201 in the changed component set 305, search for the corresponding structural component node 202 in the graph database 103 along the building-structure mapping edge 204, include these nodes in the affected structural component set 308, and mark their attributes as impact_type (direct impact), impact_source_version (change version number) and impact_degree (which can be determined based on the similarity or change magnitude on the building-structure edge).

[0075] Structural layer internal expansion: To consider the impact of internal force redistribution and load path changes on adjacent members, this embodiment performs a limited-depth expansion search of the affected structural member nodes along the member connection edge 206 based on the structural system type and member connection relationship. For example, in a frame structure, the expansion can be performed on adjacent beams and columns within one or two spans, including highly sensitive members in the indirectly affected set, and marking their impact_type as "indirectly affected" in their attributes.

[0076] Structure → Construction Propagation: For each structural component node 202 in the set of affected structural components, find the relevant construction task node 203 along the structure-construction mapping edge 205, include these construction tasks in the set of affected construction tasks 309, update their impact_flag attribute, and mark the possible delays and changes in resource requirements.

[0077] Internal propagation within the construction layer: Considering the logical sequence of construction and the overlapping relationship of the flow sections, this embodiment propagates backward from the affected construction task along the task dependency edge 207, identifies subsequent tasks that need to be adjusted due to the adjustment of the preceding process, and marks them as "needs to be reviewed or rescheduled".

[0078] Through the above-mentioned multi-layered propagation process, the present invention realizes the marking and updating of the change impact chain across the three layers of architecture, structure and construction, starting from a single building change, in the graph database 103.

[0079] IV. Visualization of Student-Side Changes and Display of Teaching Paths

[0080] The student-side visual interaction module 106 provides a unified web interface for students from different majors. Its typical interface layout is as follows: Figure 4 As shown.

[0081] 1. Three-dimensional view area

[0082] The 3D view area 401 is used to display the integrated architectural and structural model, supporting basic operations such as rotation, scaling, sectioning, and component selection. The system distinguishes newly added, deleted, displaced, and dimensionally changed components in this change update using different colors or line types. For example: newly added components are highlighted in green; deleted components (with a dashed outline indicating their original position) are outlined in gray; displaced components have their original and new positions indicated by different colored outlines, with arrows indicating the direction of displacement; dimensionally changed components show the magnitude of the change through color gradients. Affected structural components and the geometry of components corresponding to construction tasks can also be highlighted using color overlay or transparency variations, making it easier for students to visually identify the scope of the impact.

[0083] 2. Change list area

[0084] The change list area 402 lists all types of components in the current change component set 305, which can be filtered by profession, floor, axis range, change type, etc. The list displays key information about the original and new attributes of each component, such as axis location, dimensions, and material grade, so that students can easily understand the specific changes. When a student clicks on a change record, the 3D view area 401 will automatically locate and highlight the corresponding component, and simultaneously trigger an update in the change impact path navigation area 403.

[0085] 3. Changes affect the route navigation area

[0086] The Change Impact Path Navigation Area 403 displays the multi-level relationships from architectural changes to structural and construction tasks in the form of a path diagram or tree diagram. The starting point of the path is usually the current architectural change event, which can be represented as a node such as "V3→V4: X-axis offset 0.5m". From this node, the following can be expanded: associated architectural component nodes (such as an exterior wall of a certain floor, frame beam, etc.); mapping nodes from architectural components to structural components; nodes from structural components to verification condition nodes (such as control moment, shear force, deflection, etc.); nodes from verification condition to reinforcement change nodes; nodes from reinforcement change to construction task nodes (such as rebar tying tasks, concrete pouring tasks), etc.

[0087] Students can click on nodes along the path to view their detailed attributes and instructional instructions. For example, when clicking on node 202 of a structural member, the attribute and instructional instructions area 404 displays the member's design load, design internal force, original reinforcement and adjusted reinforcement information, as well as instructional prompts generated by the system (such as "The bending moment control section has changed, please recalculate the bending capacity of this section").

[0088] 4. Attributes and Instructional Instructions Area

[0089] The Attributes and Teaching Instructions area (404) displays detailed attribute information for the selected node, along with related teaching explanations. The system can automatically generate corresponding instruction templates based on the node type. For example: for building component nodes, it explains the type of change and its impact on functional layout; for structural component nodes, it explains their role in the structural system, control of internal forces, and safety indicators to be considered after changes; for construction task nodes, it explains the potential impact of changes on the sequence of procedures, construction period, and resource allocation. This area can also display system-generated teaching guidance suggestions and provide students with interactive options such as "Mark as Read" and "Request Teacher Q&A."

[0090] 5. Version Selection and Comparison Controls

[0091] The interface includes a version selection and comparison control 406, allowing students to choose any two architectural model versions for comparison. Based on this, the system invokes the difference detection module 104 and the impact propagation module 105 to recalculate the change set and affected set in the background, and dynamically updates the visualization results on the interface.

[0092] V. Teaching Guidance Generation and Teacher-Side Process Assessment

[0093] 1. Teaching Guidelines and Knowledge Base

[0094] The teaching guidance generation module 107 includes a rule engine and a knowledge base management submodule. Teachers can pre-configure a set of rules based on their teaching experience, associating different change patterns with corresponding teaching actions. For example: Rule 1: If multiple frame beams near a certain axis experience displacement or span changes, the system generates the suggestion "Please re-analyze the internal force and reinforcement design of the frame along that axis"; Rule 2: If a shear wall on a certain floor is deleted or its opening is enlarged, the system generates the suggestion "Please review the lateral stiffness and bearing capacity of that floor and check whether the inter-story drift angle meets the code requirements"; Rule 3: If a change leads to a significant increase in the number of structural components within a construction section, the system generates the suggestion "Please re-divide the boundary of the construction section and adjust resource allocation." The knowledge base can store typical teaching cases, each including change pattern characteristics, examples of change impact paths, and key points for the teacher's explanation. When the system detects a change with a high similarity to a typical case in the knowledge base, it can automatically call up the corresponding case's teaching instructions, providing students with richer learning resources.

[0095] 2. Generation and delivery of teaching suggestions

[0096] Based on the set of affected structural components 308 and the set of affected construction tasks 309 output by the impact propagation unit 307, as well as the node attribute information, the rule engine submodule generates one or more teaching guidance suggestions by referring to the rule base. The suggestions include a suggestion title, detailed analysis tasks, suggested software tools, and analysis steps. The generated teaching suggestions are simultaneously pushed through both the student and teacher interfaces. The student interface attaches the suggestions to the corresponding change impact path; the teacher interface lists all suggestions and their statuses (such as "awaiting student response," "completed," "teacher evaluated," etc.) in the teaching suggestion and evaluation record area 503.

[0097] 3. Teacher-side process assessment interface

[0098] The teacher-side process assessment module 108 provides teachers with views such as timelines and statistical charts, for example... Figure 5 As shown: Change and Response Timeline View 501 displays each architectural change event, system-generated teaching suggestions, and student response behavior in chronological order; Statistical Analysis Chart Area 502 displays indicators such as the number of changes, average response time, teaching suggestion adoption rate, and cross-disciplinary collaboration level for each student or team in the form of bar charts, line charts, or radar charts; Teaching Suggestion and Evaluation Record Area 503 displays the detailed content and status of each suggestion, where teachers can score and provide written evaluations of students' analysis and modification results; Student / Team List Area 504 is used to filter and view the performance of different groups by class, major, or project.

[0099] These functions allow teachers to see not only what final results students have achieved, but also whether students have conducted reasonable structural analysis and construction organization adjustments when faced with each architectural change, thereby promoting the transformation of teaching from outcome evaluation to process evaluation.

[0100] VI. Other Implementation Examples and Extensions

[0101] In other embodiments, the invention may be extended or modified in the following ways:

[0102] Algorithm-level enhancements: During the propagation of the impact of changes, machine learning or graph algorithms (such as PageRank, community detection, etc.) can be introduced to identify important components or key processes in the graph, further optimizing the relevance of teaching suggestions.

[0103] Scoring and Incentive Mechanism: The system can automatically calculate a portion of the collaborative design grade based on the quality of students' responses to changes (whether they complete the suggested analysis tasks, respond on time, and proactively propose reasonable alternatives, etc.), thus encouraging students to actively pay attention to cross-disciplinary impacts.

[0104] Multi-institutional collaboration scenario: In cross-institutional joint graduation project projects, the system can support students from different schools to collaborate on the same project through the network interface module 109. The graph database 103 serves as a cross-institutional shared change knowledge base, continuously accumulating typical changes and their impact paths, providing a case library for subsequent teaching.

[0105] Linkage with specifications and standards databases: This invention can further interface with structural design specification databases, construction specifications, and enterprise standard databases, automatically referencing relevant clauses in teaching instructions and suggestions to help students establish connections between the impact of specific changes and the requirements of specification clauses.

[0106] Through the above implementation methods, while maintaining the basic functions of the existing BIM collaborative platform, the present invention adds key functions such as three-layer mapping modeling, incremental change tracking, change impact path visualization, and integration of teaching guidance and process assessment for joint graduation design teaching scenarios, which helps to significantly improve the teaching quality and collaborative efficiency of multi-disciplinary joint graduation design.

Claims

1. A method for visually tracking and guiding the impact of architectural changes on structures, applied to multidisciplinary joint graduation design scenarios in civil engineering, characterized in that... The steps include: (1) Obtaining the initial architectural CAD / BIM model uploaded by architectural students, analyzing the model, and extracting the grid, walls, beams, slabs, columns, stairs, openings and other architectural components and their geometric, position and attribute information; (2) Based on the preset component mapping rule library, automatically mapping the architectural components to the corresponding structural components and their cross-sectional dimensions, material strength, load condition parameters, and further mapping them to the construction organization tasks such as formwork, rebar tying, concrete pouring, and zoned flow sections, constructing a three-layer mapping model of "architectural components - structural components - construction tasks", and storing it in the form of a graph database as an association graph containing multiple types of nodes and edges; (3) When architectural students upload a new version of the architectural CAD / BIM model, incrementally comparing the old and new versions of the architectural model, identifying newly added components, deleted components, component displacement and size change components based on the unique component identifier and geometric topology relationship, and generating a set of architectural change components; (4) Project the set of architectural change components onto the three-layer mapping model, traverse along the mapping edges from architectural component nodes to structural component nodes in the graph database to obtain the set of affected structural components and the corresponding design verification conditions, and then traverse along the dependency edges from structural components to construction task nodes to obtain the affected construction tasks and their schedule, resources, flow section division and other planning information, and mark the change impact type and impact degree on the corresponding nodes; (5) Load the architectural, structural and construction organization models in the student-side visualization interface, highlight the architectural components, structural components and construction tasks involved in this change, and provide "Change Reason Node → Architectural Components" (6) Based on the scope, node attributes and preset teaching rules of the affected structural component set and construction task set, automatically generate at least one teaching guidance suggestion. The teaching guidance suggestion includes the axis or floor range that needs to be re-analyzed and the reinforcement design, the construction flow section and key process that need to be adjusted, and push the teaching guidance suggestion to the student end and teacher end interface. At the same time, record the student response operation and the teacher evaluation result to form a change and response log for process assessment.

2. The method according to claim 1, characterized in that, In the three-layer mapping model: building component nodes include attributes such as component type, floor, axis positioning, size, opening information, and version number; structural component nodes include attributes such as component type, cross-sectional size, concrete strength grade, steel reinforcement grade, design reinforcement, control internal force, and control section; construction task nodes include attributes such as process type, work section, planned start time, planned end time, required resource type and quantity, and the section number to which it belongs; and mapping edges include attributes such as source component identifier, target component or task identifier, mapping rule number, sensitivity weight, and creation version number.

3. The method according to claim 1 or 2, characterized in that, The incremental comparison in step (3) includes: a) performing unique identification matching on components in the new and old building models. If the new model exists but the old model does not, it is marked as a newly added component. If the old model exists but the new model does not, it is marked as a deleted component. b) performing geometric and positional comparison on components with the same identification. When the displacement of the component's center of gravity is greater than a preset threshold or the relative positional relationship with the axis changes, it is marked as a displacement component. c) when the length, width, height, thickness, or opening size of the component changes beyond a preset proportional threshold, it is marked as a size change component. d) classifying and storing the above-mentioned components into a changed component set, and writing the change type into the corresponding building component node attributes in the graph database.

4. The method according to any one of the preceding claims, characterized in that, The propagation of the impact of the change in step (4) also includes: based on the interconnection relationship of structural components and the sensitivity of internal force redistribution, performing a limited-depth extended search in the graph database from the nodes of the affected structural components along the structure-structure dependency edges to obtain a set of potentially indirectly affected structural components; based on the logical relationship of construction procedures and the overlapping relationship of flow sections, starting from the nodes of the affected construction tasks, propagating along the task-task temporal dependency edges to identify the subsequent procedures and flow section boundaries that need to be adjusted.

5. The method according to any one of the preceding claims, characterized in that, The visualization interface in step (5) includes: a 3D view area for displaying the integrated architectural and structural model, using different colors or transparency to distinguish added, deleted, displaced, and dimensionally changed components, as well as directly and indirectly affected structural components; a change list area for listing the changed components and their mapping results, supporting filtering by profession, component type, floor, and other conditions; a path navigation area for presenting the path of change impact, using a path diagram or tree structure to display the multi-level association from architectural changes to structural internal forces, reinforcement, and construction plans; and an attribute description area for displaying detailed attributes and teaching instructions for selected nodes.

6. A system for visually tracking and guiding architectural changes and structural impacts to implement the method as described in any one of claims 1-5, characterized in that, include: The model import and parsing module is used to receive CAD / BIM model files uploaded by architecture students and parse out the building components and their properties. The three-layer mapping model construction module is used to construct a three-layer mapping model between building components, structural components and construction tasks based on a preset mapping rule library, and store it in the form of a graph database; the version management and difference detection module is used to manage multiple versions of the building model, and perform incremental comparison between the new and old versions to generate a set of changed components and change types. The impact propagation and update module is used to propagate changes from building component nodes to structural component nodes and construction task nodes in the graph database, mark affected nodes and update relevant attributes; The student-side visual interaction module is used to provide students with a 3D or 2.5D view of the multi-major integrated model, a change list, and a visual display of the change impact path; The teaching guidance generation module is used to generate teaching guidance suggestions based on the affected scope and preset teaching rules, and then push them to students and teachers. The teacher-side process evaluation module displays each building change, student response actions, and the adoption of system suggestions, and supports teachers in recording evaluation comments.

7. The system according to claim 6, characterized in that, The graph database is a labeled graph database. Node labels include "building components", "structural components", "construction tasks", "verification conditions", "teaching events", etc., and edge labels include "building-structure mapping", "structure-construction mapping", "component connection", "process dependency", "teaching trigger", etc.

8. The system according to claim 6 or 7, characterized in that, The teaching guidance generation module includes: a rule engine submodule, which generates analysis and review suggestions based on preset rules corresponding to "change type - location range - structural system type - teaching action"; and a knowledge base management submodule, which stores typical teaching cases and past change impact chains, and calls up corresponding teaching prompts and precautions when the similarity between a new change pattern and an existing case exceeds a threshold.

9. The system according to any one of claims 6-8, characterized in that, The teacher-side process evaluation module is also used to summarize and visualize the number of changes, scope of impact of changes, response timeliness and adoption rate of teaching suggestions for each student or student team during the graduation project cycle from the graph database, so as to support teachers in conducting quantitative process assessments.

10. A computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, is configured to implement the steps of the method as claimed in any one of claims 1-5.

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