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Session #1A INFUSING MANUFACTURING ANALYSIS IN THE MANUFACTURING

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Session #1A INFUSING MANUFACTURING ANALYSIS IN THE MANUFACTURING
Session #1A
INFUSING MANUFACTURING ANALYSIS IN THE MANUFACTURING
ENGINEERING TECHNOLOGY CURRICULUM USING CAD
Radha Balamuralikrishna1 & Clifford R. Mirman2
Abstract – Arguably, computer-aided design has emerged as
the most significant change agent in manufacturing during
the past decade. The switch from constructive solid
geometry based solid modeling systems to parametric solid
modeling has positively impacted manufacturing industries
worldwide. Solid modeling technology has now advanced to
a stage where it has become the precursor to a wide array of
engineering analyses including finite element analysis.
These recent developments suggest that we can make a case
for a mandatory course in solid modeling enabled
manufacturing analysis for all manufacturing engineering
and technology majors. Until recently, the manufacturing
engineering technology degree program at Northern Illinois
University did not require students to take a course in solid
modeling or kinematic analysis. This paper describes the
efforts made by the authors to fill this void that existed in the
curriculum. We pose a rationale for establishing a new
course and describe the planning and specific
implementation details of the resulting three-credit course in
solid modeling and manufacturing analysis.
starting points for allied manufacturing technologies
including rapid prototyping, computer-aided process
planning, computer-aided manufacturing, and computeraided inspection [3]. Selected examples of popular CAD
packages for the modeling of mechanisms and
parts/assemblies for the machine tool industry are
AutoCADTM, SolidWorksTM, and Pro/EngineerTM. CAD
standards continue to evolve and are being continuously
fine-tuned for interoperability and exchange of data from
one platform to another.
Higher education’s approach in dealing with this shift in
manufacturing paradigm has so far been both reactive and
incremental. This paper describes the efforts made by the
authors to ensure that all Manufacturing Engineering
Technology (MET) majors at Northern Illinois University
were provided with an opportunity to establish their skills in
CAD and downstream applications of solid models with a
special focus on manufacturing component analysis. The
authors have recently designed a course at the junior level
that includes eight weeks of instruction on key CAD topics
using a state of the art 3-D modeler. This is followed by
another sequential eight-week instructional segment that
emphasizes various aspects and tools of computer-aided
manufacturing component analysis. Through this paper, the
authors hope to highlight and share how manufacturing
educators can incorporate design and analytical tools that are
fast becoming essential competencies for entry level
manufacturing engineers and technologists.
INTRODUCTION
The manufacturing education plan disseminated by the
Society for Manufacturing Engineers (SME) specifically
identified computer-aided design (CAD) as a key
competency for manufacturing engineers and manufacturing
engineering technologists (MET) [1]. Nationally recognized
professional licensure (Principles and practice of
engineering with manufacturing as the area of specialization)
and certification exams (SME’s certified manufacturing
engineer and certified manufacturing technologist) have
identified CAD and its downstream applications as a body of
knowledge that defines proficiency in manufacturing. It is
not an exaggeration to say that CAD is at the forefront of the
computer integrated manufacturing (CIM) environment [2].
Although the basics of engineering analysis still has its roots
in the fundamental sciences such as physics and
mathematics, CAD has significantly revolutionized the
engineering design and manufacturing process. More
specifically, solid models of parts and assemblies created
using any one of several popular CAD packages form the
basis for various kinds of engineering analyses that establish
and verify proposed designs. CAD models serve as the
GENERATING CONTENT FOR A NEW
COURSE
It is reasonably well known that engineering programs
across the country have designed courses (even at the senior
level) with a primary focus of providing their graduates with
computer skills in solid modeling. It appears that educators
who once frowned upon the large emphasis placed to
software usage in a design course have now relented and
recognize that the complexity of modern day design
packages can not be mastered by the average student without
proper guidance and instruction [4]. The NIU Department of
Technology’s existing curriculum in Manufacturing
Engineering Technology did not have a required course in
either solid modeling or manufacturing analysis. The
___________________
1
2
Radha Balamuralikrishna, Department of Technology, 206 Still Hall, Northern Illinois University, Dekalb, Ill., [email protected]
Cliff Mirman, Department of Technology, 204 Still Gym, Northern Illinois University, Dekalb, Ill., [email protected]
American Society for Engineering Education
April 4-5, 2003 – Valparaiso University, Valparaiso, IN
2003 IL/IN Sectional Conference
15
Session #1A
exclusively from one student member of the team who had
acquired these skills elsewhere or by probably electing to
take a course in solid modeling. Many projects called for the
design groups to develop gear trains and cams. These design
tasks were handled on an individual basis, and the
information was not presented to the group as a whole.
Clearly, the students were asked to climb a steep learning
curve in the area of solid modeling and manufacturing
analysis during their senior project term and the department
decided to act to correct this situation.
Within the next two years, the Manufacturing
Engineering Technology program will be seeking the initial
ABET accreditation. To this extent, the Department has been
working with our industrial advisory board to develop and
redevelop both the curriculum and laboratory infrastructure
in this area. At the present time, an MET graduate is
required to successfully complete courses in the following
areas:
student could however select these courses as electives. As
a result several of our past graduates had only a cursory
knowledge of solid modeling and little or no skills in using a
CAD system to produce parts and assemblies. This
deficiency proved to be a barrier for the departmental
graduates in dealing with basic manufacturing analysis.
Recognizing the growing importance of solid modeling and
manufacturing analysis, the department has now concluded
that these skills be required of all MET majors. The input of
industry representatives serving on the department’s
Industrial Advisory Board played a key role in this decisionmaking. In addition, the students in this area typically
experienced the need to utilize kinematic analysis and/or
solid modeling skills in completing their mandatory senior
design projects. Over the years, the initial design of many of
the assigned projects were carried out using solid modeling
(shown in Figures 1 and 2),
Tech 175 - Electronics Fund.
Tech 211 - Computer-Aided-Design
Tech 262 - Machine Production Process
Tech 265 - Manufacturing. Processes
Tech 295 - Visual Basic Programming
Tech 310 - Statics & Dynamics
Tech 326 - Fluid Power
Tech 342 - Manufacturing Component Design
Tech 362 - Numerical Control Systems
Tech 369 - Strength of Materials
Tech 391 - Industrial Quality Control
Tech 393 - Properties of Materials
Tech 420 - Computer-Integrated-Manufacturing
Tech 423 - Automation
Tech 425 - Programmable Logic Controllers
Tech 443 - Engineering Economy
Tech 477/478 - Senior Projects I & II
FIGURE. 1
SENIOR PROJECT DESIGN USING SOLID MODELS
The reader should note that the TECH 342 course, the
central subject of this paper, was a recent addition. In
addition to the above courses, the students are required to
take four technical electives within the various areas that
comprise manufacturing.
Like many other Universities and Departments, the
Department of Technology at NIU is looking at how courses
are offered, and the resources needed in delivering the
programmatic course content [5]. In addition, the total
number of credits needed for graduation is closely
monitored, and thus, the program cannot exceed a total of
126 credits. As emphasized earlier, there was an
overwhelming need for the departmental MET graduates to
have a knowledge base in the areas of solid modeling and
FIGURE. 2
mechanism analysis, or kinematics. To both satisfy the
SENIOR PROJECT DESIGN USING SOLID MODELS – ANOTHER EXAMPLE
educational need of the program and meet the administrative
constraints, it was decided that a combined course covering
These project teams were able to develop solid models the areas of kinematics and solid modeling would be
mostly “by chance” with the contribution coming developed and added into the MET curriculum. The
American Society for Engineering Education
April 4-5, 2003 – Valparaiso University, Valparaiso, IN
2003 IL/IN Sectional Conference
16
Session #1A
? Ability to synthesize and analyze a 4-bar mechanism
? Ability to utilize knowledge in a open-ended design
project
proposed course, Tech 342 (shown in the above list) would
be a three-credit course covering solid modeling during the
first eight weeks and engineering analysis, or kinematics,
during the subsequent eight weeks. To enter the course, the
student would be required to complete three pre-requisite
courses addressing the following subject areas:
It should be noted that while this material fulfills needed
subject matter expertise for several allied courses in the
MET
curriculum
such
as
computer-integrated
manufacturing, manufacturing process, and machine
production processes, perhaps the greatest impact will be
noticed in the quality of the culminating open-ended senior
design projects that all students are required to complete
prior to graduation.
? Calculus
? Computer-aided design (basic engineering graphics
principles and 2-D CAD)
? Strength of materials
It should be noted that the Statics and Dynamics course is a
prerequisite for the Strength of Materials course, and
therefore, the students will have the required knowledge in
the area of dynamics. The prescribed prerequisite courses
should provide the instructors and students with the proper
platform required to provide relevant instruction in solid
modeling and engineering analysis.
The idea of combining two distinct areas like solid
modeling and kinematics within one course is both novel
and difficult. The novel aspect is that the instructors can
select components of both areas that meet the specific
programmatic goals of the NIU MET program. The difficult
part of the task is to determine which components are
important and should be covered. Following extensive
research and debate, it was decided that the following topics
would be covered in the proposed course:
SOLID MODELING
It was determined at the initial stage of discussions that
a key desired outcome of TECH 342 would be that the
students should be able to develop a skill base in the area of
solid modeling using a specific design package. Therefore,
SolidWorksTM was selected as the design package for
instruction in solid modeling techniques based on the growth
in popularity of this CAD package during the past five years,
particularly in the region served by Northern Illinois
University. This design package has earned industry-wide
recognition and acceptance because of its functionality, ease
of use, and wide range of support services offered including
partnerships with creators of allied applications for
manufacturing and engineering analysis. The reader is urged
to
explore
the
Solid
Works
website
at
http://www.solidworks.com for more information in this
regard. The first eight weeks of lectures would focus on
newer CAD concepts such as parametric and feature-based
modeling using SolidWorksTM. The approach would be
hands-on where the instructor demonstrated the functionality
of the software through relevant examples. Students were
required to acquire mastery through the completion of
specific part and assembly modeling assignments and design
projects. Specific topics covered in this section included but
were not limited to sketching functionality, using relations to
capture design intent, create placed features, extrusion,
revolution, sweep, loft, and assembly modeling. It was
expected that this instruction would provide the student with
a solid background to create fairly complex parts and define
simple assemblies. Examples of typical individual parts that
students were challenged to model using SolidWorksTM are
provided in Figures 3 and 4. In the part shown in Figure 3
the student was required to apply the following concepts to
create the part:
Solid Modeling
? Solid modeling concepts
? Parametric solid modeling and its
applications
? Part modeler and Assembly modeler using
SolidWorksTM
Kinematic Analysis
? Position, velocity, and acceleration analysis
? Gear trains
? Cams
? Mechanism synthesis
The preceding course topics were developed based upon the
need for the program to cover the following learning
objectives,
? Ability to design parts using solid modeling and
identify downstream applications
? Knowledge and application of parametric solid
modeling techniques
? Fairly complex sketching
? Knowledge and skills in the usage of Solid WorksTM
? Applying geometric relations (such as tangencies)
? Ability to determine position, acceleration and
to sketches
velocity for a 4-bar mechanism
? Creating feature patterns
? Ability to analyze a compound and epicyclic gear
? Use the hole wizard and copy features
trains
? Extruded boss
? Ability to design and analyze cams
American Society for Engineering Education
April 4-5, 2003 – Valparaiso University, Valparaiso, IN
2003 IL/IN Sectional Conference
17
Session #1A
In order to model the part shown in Figure 4, the student
would be required to extend the skills learnt from the
previous example and also apply additional concepts
including:
The assembly model example shown in Figure 5 clearly
illustrates that various constraints had to be specified in
order to obtain correct mating of parts. We should mention
that the tutorial activities that are embedded in the
SolidWorksTM package proved to be a useful pedagogical
tool. In particular, the U-joint assembly exercise was used
very early on in the assembly model instructional process
and it was observed that students developed a significant
degree of confidence in applying mating relationships after
the completion of this activity.
? Creating a revolved feature
? Inserting new sketch planes
? Placing fillets
With this background, the student may reasonably be
expected to pick up the higher order skills much more easily
than if she had little or no exposure to using a CAD package.
More importantly, the students now have the basic skills
vital to the study of more complex manufacturing
engineering analysis.
FIGURE. 3
PART MODELING EXAMPLE – GASKET WITH INTRICATE FEATURES
FIGURE. 5
ASSEMBLY EXAMPLE - CLAMP
KINEMATICS
Within the manufacturing industry, the usage of
kinematic analysis is commonplace. Therefore, graduating
students in this area must have a knowledge base in the
applied areas of kinematic design, analysis, and
implementation of systems that provide motion, such as
cams, gears, and mechanisms. Given the short time-frame (8
weeks) for this section of the course, the material that is
presented must be concise and have an applied component
[6]. Within this time frame, the students learn about basic
linkage design and how to classify and determine the
transmission angle of 4-bar mechanism. In addition, the
students must learn about 2-position and 3-position linkage
synthesis and how to determine if the given mechanism can
FIGURE. 4
PART MODELING EXAMPLE –
HANDWHEEL WITH
ELLIPTICAL SPOKES
American Society for Engineering Education
April 4-5, 2003 – Valparaiso University, Valparaiso, IN
2003 IL/IN Sectional Conference
18
Session #1A
provide a solution to the design goal, as shown in Figure 6.
In addition, the course covers kinematic analysis of various
types of gear trains, including epicyclic and compound
trains, as shown in Figure 7. The course also covers the
design and analysis of cams, including selection of precision
points, development of displacement, velocity, and
acceleration profiles, and cam development based upon
follower selection. Within each section of this course, the
students work on several short applied projects to obtain a
detailed understanding of the various concepts within solid
modeling and mechanism and cam analysis. At this point in
time, the instruction of the various topics within the
kinematics course will be through application of theory and
through utilization of a CAD program. Looking into the
future, various components will be added which will take the
course in the direction of computer applications. However,
this development will be over several course offerings. It
should be noted that the SolidWorksTM partner packages for
manufacturing analysis do not readily sell student versions
of their software, and this makes it difficult to make a
seamless transition from design to analysis. Until this issue
is resolved, we shall continue to rely on neutral file formats
such as iges to make the transition possible.
FIGURE. 7
PLANETARY GEAR TRAIN ANALYSIS
CONCLUSION
More and more industries are addressing the challenges
of compressed product life cycle and development times.
Similarly, in an era of explosion of knowledge, educators
have to introduce more concepts without extending the
duration of a four-year undergraduate program. This
essentially is akin to a "compressed cycle time challenge" in
teaching and learning at universities. Creativity, innovation
and experimentation are the vital keys in discovering new
approaches that enhance efficient and effective preparation
of manufacturing engineering technology graduates. In order
to minimize "re-invent the wheel" syndrome, it is also
essential for faculty members to quickly share and promote
widespread dissemination of teaching experiences of
specific content matter. This is the case within the Northern
Illinois University Department of Technology. Based upon
industrial input, it was determined that there existed a void
in the knowledge base which was not filled with the
currently offered curriculum, and additional course
components could not be inserted into the courses being
taught. Thus, creativity was utilized in the development of a
new “hybrid” kinematic/solid-modeling course. In the course
development, since only eight weeks was allotted to each
segment, important areas of knowledge were developed in
each area. The result of this development was a course that
combines the applications oriented components from each
area. The course utilizes short projects in each area to allow
the students to develop the analysis and modeling techniques
in a practical setting. It should be noted that this course is
being offered for the first time during the Spring 2003
semester.
REFERENCES
[1]
Editor, Manufacturing Education Plan: Phase I report. Industry
identifies competency gaps among newly hired graduates. The next
step - Partnership with schools. Manufacturing education for the 21st
century, Vol. IV., Society of Manufacturing Engineers, 1997.
[2]
Ames, B.B. The CAD shared around the world, Design News, Vol.
57, No. 23, Dec. 2, 2002, p.18.
[3]
Editor, Computer-aided inspection promises big savings, Quality,
Vol.41, No. 10, Oct. 2002, pp. 48-49.
[4]
Woods, R. O. Drawing on experience, Mechanical Engineering, Vol.
124, No. 11, November 2002, p. 57.
[5]
Echempati, Raghu and Mazzei, Arnaldo. Teaching and learning
experiences of an integrated mechanism and machine design course,
Proceedings of the 2002 Annual ASEE Conference, Montreal,
Canada, Paper # 1566.
[6]
Chen, Daniel,. Applied Kinematics Worktext, Prentice Hall Publishing,
Columbus, Ohio, 2002.
FIGURE. 6
4-BAR LINKAGE AND COUPLER CURVE ANALYSIS
American Society for Engineering Education
April 4-5, 2003 – Valparaiso University, Valparaiso, IN
2003 IL/IN Sectional Conference
19
Session #1A
RADHA BALAMURALIKRISHNA
Radha Balamuralikrishna (Bala) received his Ph.D.
degree from Iowa State University in 1997. As a
Naval Architect, he completed several projects in
structural design of ships and offshore structures
during the late 1980s. He is currently an Assistant
Professor in the Department of Technology at Northern
Illinois University teaching courses primarily in the
CAD area.
Dr. Bala is actively involved in
professional societies including the American Society
of Engineering Education (ASEE), Society of
Manufacturing Engineers (SME) and the National
Association of Industrial Technology (NAIT).
CLIFFORD R. MIRMAN
Clifford R. Mirman received his Ph.D. degree from the
University of Illinois at Chicago in 1991. From 1991
until 1999, he was a member of the Wilkes University
Mechanical Engineering Department. He is currently
the Chair of the Department of Technology at Northern
Illinois University. During his tenure at Wilkes
University, he was active in the areas of CAD, FiniteElement-Analysis, and kinematics, both securing
grants and writing publications. Dr. Mirman is actively
involved in the American Society of Engineering
Education (ASEE) and Society of Manufacturing
Engineers (SME).
American Society for Engineering Education
April 4-5, 2003 – Valparaiso University, Valparaiso, IN
2003 IL/IN Sectional Conference
20
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