This paper is concerned with a determination of a curved surface by use of a Bilinear patch when the gradients of the surface are given on discrete points. Equations expressing the gradients are derived with use of a Bilinear patch and solved by a least squares method. As the discrete points have no necessity to form a regular grid, this method can be applied to domains with arbitrary geometry. Applicability of this method is also confirmed in several cases.

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Until now the instructing process of the Descriptive Geometry has been judged by the experience gained through instructing without the scientific measurements. So in this paper the author studied the instructing process of the Descriptive geometry by means of the Student-Problem Score Table Analysis that had attracted special interest recently. Then the author obtained several useful results by investigating many S-P table data as follows;
(1) The author could describe the S-P curves by scale transformation and calculate the difference coefficient D, i.e. D*=0.34 (Exercise), D*=0.24 (Test) . Then it became clear that the contents of problems were suitable because of D* being less than 0.6.
(2) It became clear that since the learning unstability or the lack of readiness depends on the graduate course, elimination of lack of readiness is effective for the qualitative improvement of learning.
(3) The author was able to characterize each student by the attention coefficient C.S and the right answer rate P.
(4) The author was able to find the improper or heterogeneity problems by the attention coefficient of problems C.P and the right answer rate P.
(5) It became clear that the problems including the fundamental instruction elements is difficult unexpectedly for the students attending the lecture of the Descriptive Geometry.

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In “graphic science coursis (hereafter, GS courses) ” and “engineering design and drafting courses (hereafter, EDD courses) ” at Japanese universities and colleges, descriptive geometry and manual drawings have been taught as a fundamental graphics language used by engineers. Recently, computer graphics (hereafter, CG) and its application to engineering design (hereafter, CAD) have been widely used in industrial fields and competence in the use of CG/CAD is becoming increasingly important. To accommodate this need, CG/CAD have been gradually implemented into GS/EDD courses. The implementation has, then, caused serious dis-cussion in graphic educators. The discussion in-cludes course philosophy, course contents, teaching methodologies and evaluations in education. The purpose of this paper is to summarize the present status of the restructuring of GS/EDD courses based on the implementation of CG/CAD, and to review briefly related papers reported by Japanese authors in this Proceedings. In Chapter 2, the implementation of CG/CAD into GS/EDD courses are summarized based upon the survey studies performed by JSGS (Japan Society for Graphic Science) and by JSDD (Japan Society for Design & Drafting) . Discussion includes the educational purpose of implementation and the course contents. In Chapter 3, CAI (Computer Assisted Instruction) in GS courses at Japanese universities are summarized. They are classified into 4-types, i. e., Tutorial-type, Drill-type, 2D/CAD-Assisted-type, and Visualization-type. The advantage and disadvantage of each type are discussed. In Chapter 4, evaluations in education are discussed. First, a recent view of evaluation in education is reviewed briefly, then, the related studies in GS/EDD courses are summarized. They include evaluation of students' attitude in the GS/EDD courses and evaluation of students' spatial abilities by the use of MCT (Mental Cutting Test) . Recent researches on 2D-3D problem solving process of students are also included.

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