CAD CAM CAE in Product Development Teaching

Towards Complete Product
Development Teaching
Employing Combined
CAD CAM CAE Technologies
HECTOR LORENZO-YUSTOS, PILAR LAFONT, ANDRES DIAZ LANTADA,
ANTONIO FDEZ-FLOREZ NAVIDAD, JOSE LUIS MUÑOZ SANZ,
JUAN MANUEL MUNOZ-GUIJOSA, JULIO MUÑOZ-GARCIA, JAVIER ECHAVARRI OTERO
Department of Mechanical Engineering, Universidad Politecnica de Madrid, Madrid 28003, Spain
Received 6 March 2008; accepted 19 July 2008
ABSTRACT: Problem based learning and teamwork activities often turn out to be the student’s first point of
contact with what Industry is really like and becomes a fundamental milestone in their learning throughout their
degree course. The complete development of products and machines provides opportunities for active learning
projects where students can apply computer aided design, engineering and manufacturing technologies, as well
as the most advanced rapid prototyping technologies, so highly valued by Industry. We present complete product
developments that have been undertaken by teams of students, as a way to the practical application of design and
manufacturing concepts acquired in the subject ‘‘Design and Manufacture with Plastic Materials.’’ This subject is
taught in the 5th course at Universidad Politécnica de Madrid—U.P.M. as part of the Mechanical Engineering
Degree. The use of the ‘‘Rapid Prototyping Technologies’’ available in the U.P.M.’s Product Development
Laboratory, has enabled prototypes to be manufactured, which means the pre-production stage has been
attained. The use of these technologies for teaching purposes constitutes a whole new experience in the U.P.M.
Important information for improvements has been obtained from students’ surveys and the correspondence
between students’ dedication and the European Credits assigned to the subject is very satisfactory. ß 2009 Wiley
Periodicals, Inc. Comput Appl Eng Educ 18: 661 668, 2010; View this article online at wileyonlinelibrary.com; DOI
10.1002/cae.20270
Keywords: active learning; CAD CAM CAE tools; rapid prototyping technologies; European area for higher
education
INTRODUCTION
The new subject ‘‘Design and Manufacture with Plastic
Materials’’, taught in the 5th course at Universidad Politécnica
de Madrid (U.P.M.) as part of the Mechanical Engineering
Degree, has been designed to fit in with the trends towards
educational innovation and active learning set out within the
framework for implementing the European Higher Education
Area (E.H.E.A.) [1] following the purposes of the Bologna Process. With this process implementation, higher education systems
in European countries should be organized in such a way that:
*
It is should be easy to move from one country to the other
(within the European Higher Education Area) for the
purpose of further study or employment.
Correspondence to A. Diaz Lantada ([email protected]).
ß 2009 Wiley Periodicals Inc.
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The attractiveness of European higher education is
increased so that many people from non-European countries
should also come to study and/or work in Europe.
The European Higher Education Area should provide
Europe with a broad, high quality, and advanced knowledge
base, ensuring the further development of Europe as a
stable, peaceful, and tolerant community benefiting from a
cutting edge European Research Area.
The active learning strategy proposed in our subject consists
in assigning groups of students different product development
tasks, so that they can apply the design concepts learned to real
problems, and then present their results to their fellow-students. It
is thereby hoped to promote a set of abilities that are ever
increasingly valued in the industrial and business world, such as
teamwork, creativity, and communications skills (ABET Professional Skills) [2].
The tasks begin with an analysis of existing products and
end with the production of prototypes. This means that the new
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Rapid Prototyping Technologies [3] available in the U.P.M.’s
‘‘Product Development Laboratory’’ can be applied for teaching
purposes, thereby implementing a teaching learning method that
at all times promotes active student participation.
The most important educational innovation objectives of
this experience are:
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To enable students to experience a complete product
development, from the conceptual design stage up to
carrying out tests on a physical prototype.
To follow the stages really used in industry, when it comes
to designing and manufacturing new products.
To encourage students to participate actively in their own
learning process.
To emphasise the importance of teamwork and finding
solutions reached together.
To continually induce students the use of critical thinking as
essential tool for solving problems.
Below are explained the tools used and methodology
followed for supplementing the teaching of theory with the
development of applied tasks, together with the results of this
teaching experience.
TOOLS AND TECHNOLOGIES USED
The use of CAD CAM CAE tools (computer-aided design,
manufacturing and engineering tools) is essential in any industrial
machine or new product development process. The experience
described has a highly praiseworthy teaching aim since it
motivates students to use the different design and calculating
tools used in mechanical engineering available in the Machine
Engineering Division of the U.P.M., such as:
polymerised layers. The parts obtained by this process are
particularly suitable for checking the parts visually and for size.
Vacuum Casting in Silicone Moulds
The stereolithography parts can also be used as models for
obtaining flexible silicon moulds, which are subsequently used to
obtain polyurethane resin replicas that are more resistant and
suitable for working trials. These resins reproduce the mould
cavities with great precision thereby obtaining working prototypes in materials similar to those of production.
These technologies serve to complement the CAD
CAM CAE tools, enabling physical parts to be obtained in a
few days, directly from designs carried out with the aid of a
computer. Design iterations can be reduced and optimised,
and therefore, production start-up accelerated, which means these
technologies are highly valued in industry and so are very positive
for training students.
This use of rapid prototyping technologies as a teaching aid
is of recent appearance. Among some of the most innovative
experiments it is worth highlighting those carried out in technical
schools such as the ‘‘Massachusetts Institute of Technology’’,
‘‘Western Washington University’’, the ‘‘Rose-Hulman Institute
of Technology’’, the ‘‘Massey University’’, ‘‘Universidad Simón
Bolivar’’ and ‘‘Universidad Politécnica de Madrid’’.
In all of these schools, students have experienced the
different product development stages: conception, design,
simulation, analysis, manufacturing and tests, using tools such
as Mechanical Computer-Aided Engineering (MCAE) and the
most recent Rapid Prototyping and Manufacturing Technologies
(RP&M). To be precise:
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CAD programs (Solid Edge, Catia), for modelling the
different parts of a machine in 3D and obtaining the files
needed to manufacture rapid prototypes.
CAE programs (Solid Edge, Unigraphics/I-DEAS), to
undertake the simulations of kinematic function. In order
to check both the parts design and the appropriate selection
of materials, programs for finite-element calculation are
also used (ANSYS, Unigraphics/I-DEAS, Moldflow Part
Adviser).
CAM programs (Catia, Moldflow Mold Adviser), in
manufacturing simulations and mould development for
thermoplastic materials injection.
The Machine Engineering Division also places various
‘‘Rapid Prototyping Technologies’’ at the students’ disposal so
that they can materialise their designs, particularly:
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Stereolithography
A technology based on the possibility to activate a polymerisation
reaction in an epoxy resin in a liquid-state by projecting a laser
beam, its power and frequency having been adapted to the type of
resin. The laser gradually ‘‘draws’’ layers on the surface of the
liquid resin, following a path marked out by the CAD 3D file
containing the part geometry. The monomers in a liquid-state, on
being exposed to ultraviolet radiation polymerise and become
solid. The operation is repeated until the end part has been
obtained in epoxy resin by the successive superimposing of
*
Students in the ‘‘Department of Aeronautics and Astronautics’’ at the M.I.T. have worked in teams to develop different
bicycle frames, doing activities that include making
sketches, design optimisation using CAD, CAM, and
CAE tools, producing prototypes and structural testing [4].
Students in the ‘‘Department of Mechanical Engineering’’
at the Rose-Hulman Institute of Technology applied Fused
Deposition Modelling technology when making prototypes
of a ‘‘Halo’’ type collar for size verification [5].
At Western Washington University rapid prototyping
technologies have been applied to the teaching of subjects
such as ‘‘Plastics Engineering Technology’’ and ‘‘Manufacturing Engineering Technology’’ focusing on developing
molds for mass production [6].
The use of Fused Deposition Modelling for obtaining rapid
prototypes to enhance product development teaching has
been reported by the teachers at the Institute of Technology
and Engineering, Massey University [7].
Design experiences including also mould design have been
carried out by students at Universidad Simón Bolivar [8].
Several Master Degree Thesis regarding complete machine
developments have been carried out with aid of the
technologies available at the ‘‘Product Development
Laboratory’’ at Universidad Politécnica de Madrid [9].
The application of these computer-aided design, engineering, and manufacturing technologies to teaching the subject
‘‘Design and Manufacturing with Polymers’’ during three
complete academic courses is explained below.
CAD CAM CAE TECHNOLOGIES
METHODOLOGY FOR DEVELOPING
THE APPLIED TASKS
At the beginning of the subject, the students are divided into
teams of three, which are given different products to be
developed. Products are chosen that can be mass produced by
thermoplastic materials injection and which allow the knowledge
acquired in theory classes to be developed in a practical way.
During the 2004 2005, 2005 2006, and 2006 2007
academic courses, a total of 141 students have approached the
complete development of 29 different products. To promote
competitiveness among students and enable different design
alternatives to be compared, 18 of these products were developed
in parallel by two teams.
Studies do not include steel mould manufacture or injection
machine tests due to the high investment costs and the time that
would be involved. However, all injection simulations performed
using ‘‘Moldflow’’ type programmes are very positively assessed.
The stages that must be got through by students are
enumerated below and are those corresponding to the development of a new industrial product [10], all of which helps to give a
boost to the teaching aims proposed:
1. Approaching the problem and analysing the specifications.
2. Conceptual design and choosing materials and components.
3. Detailed design, including explanation of calculations.
4. Solution analysis and mould filling simulations.
5. Making the prototype.
6. Assembly and working trials.
7. Verifying results and drawing up conclusions.
8. Mould design.
9. Comparing and evaluating results.
Approaching the Problem
Once the works have been assigned, the students gather
information on their products and analyze existing solutions
together as a prior stage to the design tasks. In any development
Figure 1
com.]
663
process an exhaustive information search needs to be done on the
product, and a comparison made between similar solutions that
exist, in order to be able to prepare an appropriate planning
schedule and fully and exactly define the aims. The result of all
this will be a list of requisites with the basic information for the
project. At every instant students must endeavour to comply with
these basic specifications (or mandatory requirements). Moreover, it is important to make a list of pretensions (or requirements
to be taken into consideration whenever possible) that will form a
basis of negotiation with the client and increase competitiveness
and profits.
Conceptual Design
The teams continue to work on the list of requirements to identify
any crucial problems and choose the best solution for each one,
paying also attention to manufacturability, time optimisation, and
costs reduction.
Using CAD programs and drawing sketches by hand (as
shown below) sees the beginning of the work to obtain a predesign of the different parts while comparing any possible
alternatives. In this way, materials are chosen according to the
initial estimations of resistance needed for the different components and parts. Figure 1 shows as example the conceptual
design of different products.
Detailed Design
Once the most appropriate solution has been chosen from the
different pre-designs, the different parts must be exactly defined.
Following the concepts explained in the theory classes, the
students must use a design approach oriented towards manufacture and assembly, in line with the current trends in Concurrent
Engineering. The results of some different tasks are shown in
Figure 2.
To check that the chosen materials are suitable, the estimates
need to be compared, using simplified theoretical models, with
the information provided by Computer-Aided Engineering
Conceptual designs. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.
664
LORENZO-YUSTOS ET AL.
Figure 2
com.]
Detailed designs. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.
Figure 3 Injection simulations. [Color figure can be viewed in the online issue, which is available at
wileyonlinelibrary.com.]
programs. The use of thermoplastic material injection simulation
programs, which are habitually used prior to the construction of
the moulds, is also important, in order to check that the choice of
materials and injection conditions are appropriate, as well as an
optimum distribution of the cavities in the mould, material inlets,
filling channels, and cooling system.
The teaching aim is worth emphasising, since it motivates
students to use the different computer design and calculation tools
used in mechanical engineering, as explained above. The basic
concepts for employing CAD tools are explained in previous
subjects during their first years at Universidad Politécnica de
Madrid. However four training sessions using the CAD Program
‘‘Solid Edge’’ are given at the beginning of the subject, so that
every student has the opportunity to review the main concepts.
Figure 3 shows different injection moulding simulations for
choosing the optimum (theoretical) injection point or evaluating
times and temperatures obtained when filling the mould cavities.
These are important studies for optimising subsequent production
processes. These simulations have been performed with the help
of the Moldflow program, chosen as support software for theory
classes due to its extensive use in industry. Figure 4 shows
different finite-element calculations in order to check both
the parts design and the appropriate selection of materials.
Making the Prototype
Using the CAD files provided by the working groups, and once
the appropriate calculations have been made, the prototypes are
produced by stereolithography technology as explained before.
Using the rapid prototyping technologies available in the U.P.M.’s
Product Development Laboratory brings students closer to these
new technologies now becoming more widespread in industry,
thereby giving added value to their training and allowing them to
physically check the validity of their CAD designs. Figure 5
shows some of the prototypes made for visual and assembly
checks, paying special attention to any possible interferences, and
empty or useless spaces.
They also enable certain working trials to be performed, but
the fragility of the epoxy resin materials of which they are made
has to be taken into account. For tougher trials, a second
Figure 4 F.E.M. studies. Analysis of stress in different products. [Color figure can be viewed in the online issue, which
is available at wileyonlinelibrary.com.]
CAD CAM CAE TECHNOLOGIES
665
solutions for industrial requirements and to assist teaching
learning activities at University, helped at every moment with the
costs not covered by the previously explained initiatives.
Verifying Results and Conclusions
Figure 5 Prototypes made by stereolithography in epoxy resin. [Color
figure can be viewed in the online issue, which is available at
wileyonlinelibrary.com.]
prototyping stage can be carried out, involving the manufacture of
silicone moulds for polyurethane vacuum casting.
Each year the costs for manufacturing all the prototypes laid
between 1,500 and 2,000 euros, depending on the number of
groups and size of the parts. For this purpose, we received some
financial help of the following educational innovation initiatives:
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‘‘UPM initiative for the Creation of Educational Innovation
Groups’’.
‘‘INOVA.EDU 2006 2007’’ initiative of the ETSII (Industrial Engineering UPM).
‘‘INNOVA.EDU 2005 2006’’ initiative of the ETSII.
‘‘INNOVA.EDU 2004 2005’’ initiative of the ETSII.
‘‘The UPM Pilot Scheme for assisting educational innovation within the framework for implementing the European
Higher Education Area and enhancing the quality of
teaching’’.
At the same time the U.P.M.’s Product Development
Laboratory, whose main objectives are to provide prototyping
Table 1
Once the prototypes have been checked, the next stage is for the
teams to make their final results public, and justify the decisions
made in front of their teachers and fellow-students. The joint
discussion on the different tasks performed means that each team
learns from the work of their fellow-students thereby enhancing
the teaching aims.
TEACHING HOURS AND INDIVIDUAL
WORK TIME IN THE EXPERIMENT
During the last week of the courses, the different teams were
surveyed in order to gather information on the workload imposed
by the subject. Special attention was paid to the quantity of
traditional teaching and individual student commitment, bearing
in mind the criteria of The Bologna Declaration on the
European Higher Education Area. It was also wished to study
the balance between individual working hours and team-work, as
well as the hours devoted to preparing the papers handed in as an
explanation of the work done. Once the information had been
obtained from all the students, the average values are listed in
Table 1.
A total average of dedication of 106.5 h/student was
obtained, which is in line with the European Credits assigned to
the subject (between 25 and 30 h per credit), and combines
attendance at theory classes with individual work in accordance
with the European Credit Transfer System guidelines.
Work Load Summary by Activities
Total average (hours per person)
Dedication to the different work stages
Formal lessons (35 scheduled hours, non-compulsory attendance)
Attendance at tutorials
Information search (bibliography)
Information search (web-based)
Studying information found
Product search
Product analysis
Defining specifications
Conceptual design
Detailed design
Calculations
Obtaining cad model
Mould filling simulations
Prototype assembly
Working tests
Mould design
Total
Dedication to editing and presenting papers and other tasks
Preparing reports
Preparing presentations
Public exposition
Enterprise visits
TOTAL
Work distribution (Individual/Group)
Percentage of individual work
Percentage of teamwork
33.57
1.68
0.62
3.83
4.15
3.47
2.75
2.98
4.88
6.92
1.7
9.05
2.25
1.45
0.58
7.42
87.3
8.88
5.97
3.96
0.38
19.19
%
56
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LORENZO-YUSTOS ET AL.
Table 2
Teacher Workload
Dedication to the different tasks
Master classes in the classroom
Solving exercises in the classroom by the teacher
Solving exercises in the classroom by the students
Laboratory practice
Field lessons or in other installations
Project preparation
Project monitoring, presentation and marking
Preparing exercises
Marking exercises handed in by students
Preparing audiovisual material for classes
Preparing supplementary material
Monitoring, directing and presenting seminars
Student tutorials
Preparing, supervising and marking assessment tests
Total
Total number of hours devoted
20
10
5
10
2
12
50
15
5
20
5
4
50
4
212
The balance between individual and teamwork is also
noteworthy. Also evaluated was the workload entailed for the
teachers involved to develop the subject. The results are shown in
Table 2 and are analysed below.
The number of hours dedicated by teachers to monitoring,
listening to presentations, and marking student projects is
considerable. The number of hours dedicated to tutorials has
also increased considerably with the introduction of application
tasks. For future experiences we will consider the establishment
of an active tutorial plan, including students that have already
studied the subject and can help their younger companions, so as
to provide students with a more personal teaching.
Among personal opinions and suggested improvements to
the subject were:
STUDENTS’ PERSONAL ASSESSMENT
From these results it can be concluded that the scores given
by students are positive, particularly the scores regarding
knowledge acquisition and satisfaction in obtaining prototypes
of the designs produced. However, there are still certain points
that need improving in the general approach to the subject and in
the participatory working methods.
At the end of the course, a questionnaire was given out to gather
students’ impressions concerning the subject and evaluate the
need for complementary tools. The structure is set out below in
Table 3 with the average score given by students to each section.
Table 3 Students’ Personal Scores
1. Degree of knowledge acquisition
2. Degree of improvement in competences
Presenting work in public
Teamwork
Internet use
Bibliographical searches
Written report preparation
Preparing presentations
Using a foreign language
3. Usefulness and need for complementary measures
More information on the E.H.E.A.
Work-planning courses
Teamwork training courses
Courses in study techniques
Public presentation courses
Report writing courses
Audiovisual technique courses for presentations
Voluntary level tests
Software training for teamwork
4. Global score for teaching methods used
‘‘It would be interesting to make more complex machine
prototypes or products by working together with different
teams’’.
‘‘Producing a second stage of prototypes would enable the
solution to problems found in the first stage to be checked,
and the design improvements proposed to be verified’’.
‘‘The nicest thing about the subject is being able to see and
touch your own designs’’.
‘‘The workload required to develop the product is excessive’’.
‘‘The number of theory classes should be reduced and the
practical part of the subject increased’’.
Score from 1 to 5
3.33
Score from 1 to 3
2.58
2.48
2.12
1.42
2.27
2.39
1.18
Score from 0 to 3
1.54
1.87
1.90
1.23
2.47
2.60
2.53
1.34
2.34
Score from 1 to 5
3.17
CAD CAM CAE TECHNOLOGIES
CONCLUSIONS
Undertaking problem-based learning and teamwork activities
where students can experience the complete development of a
product or machine, following the stages used in the industrial
world, brings them closer to future work experiences. Aspects
such as active decision-making, weighing up alternatives, selfteaching, time and cost planning, the application of regulations,
design in line with commercial elements or contact with
suppliers, are given an enormous boost.
Student learning throughout projects such as these, benefits
greatly from the use of computer-aided design, manufacturing and
engineering tools, (CAD CAM CAE tools) highly esteemed by
companies dedicated to the development of machines and products.
At the same time, the use of prototyping technologies
enables students to come into contact with modern manufacturing
technologies that are becoming widespread in industry thereby
giving added value to training. It is, in itself, a way of learning,
since it lets designs be tested by performing assembly and
working trials with physical parts.
The experience implemented for the subject ‘‘Design and
Manufacture with Plastic Materials’’ may be extended to
numerous other subjects in Mechanical Engineering so as to
obtaining integrated teaching in these subjects. The results have
been highly satisfactory, both for students and teachers, all of
which motivates us to continue with the experience and improve it
in future courses.
The correspondence between students’ dedication and the
European Credits assigned to the subject is very satisfactory, as
can be seen from the surveys’ results.
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BIOGRAPHIES
Professor H. Lorenzo-Yustos teaches ‘‘Design
and Manufacturing with Polymers’’ and
‘‘Machine Elements’’ at Universidad Politécnica de Madrid (Mechanical Engineering
Department). His research interests are in the
area of Mechanical Engineering including
Product Development, Rapid
Prototyping
Technologies, Manufacturing Technologies
and Plastic Materials.
Professor A. Dı́az Lantada teaches ‘‘Design
and Manufacturing with Polymers’’ and
‘‘Machine Calculations’’ at Universidad Politécnica de Madrid (Mechanical Engineering
Department). His research interests are in the
area of Mechanical Engineering including
Product Development, Active Materials, specially for Medical Devices Development, and
Educational Innovation.
Professor Dr. P. Lafont Morgado teaches
‘‘Machine Design’’, ‘‘Design and Manufacturing with Polymers’’ and ‘‘Machine Calculations’’ at Universidad Politécnica de Madrid
(Mechanical Engineering Department). Her
research interests are in the area of Mechanical
Engineering including Gear Design, Tribology,
Rapid
Prototyping
Technologies
and
‘‘MEMS’’.
Eng. A. Fernandez-Florez Navidad has
studied Mechanical Engineering and Materials
Engineering and worked for three years at
Universidad Politécnica de Madrid (Mechanical Engineering Department) in research
tasks related to the Product Development
Laboratory. Currently he is working for
EADS-ASTRIUM-CRISA in vibration analysis tasks under a collaboration contract with
Rafael Escolá Foundation.
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LORENZO-YUSTOS ET AL.
Professor Dr. J. L. Muñoz Sanz teaches
‘‘Machine Elements’’, ‘‘Machine Maintenance’’ and ‘‘Machine Safety and Regulations’’ at Universidad Politécnica de Madrid
(Mechanical Engineering Department). His
research interests are in the area of Mechanical
Engineering including Security and Regulations for Machine Design.
Professor Dr. J. Muñoz-Garcı́a teaches
‘‘Mechanical Systems’’ and ‘‘Biomechanics’’
at Madrid Polytechnic University (Mechanical
Engineering Department). His research interests are in the area of Mechanical Engineering
including Vibrations and Noise for optimising
Machine Design.
Professor Dr. J. M. Munoz-Guijosa teaches
‘‘Machine Design’’, ‘‘Vibrations Theory’’ and
‘‘Machine Development’’ at Universidad Politécnica de Madrid (Mechanical Engineering
Department). He has worked 5 years as
consultant, R&D engineer, and project and
product manager in the automotive industry.
His research interests are in the area of
Mechanical Engineering including Mechanical
Energy Storage, Rotor Dynamics, Practical Applications of Vibrations Theory, Design Methodology, Process Reengineering for
Innovation, Educational Innovation and ‘‘MEMS’’.
Professor Dr. J. Echavarri Otero teaches
‘‘Machine Elements’’, ‘‘Machine Maintenance’’ and ‘‘Machine Calculations’’ at Universidad Politécnica de Madrid (Mechanical
Engineering Department). His research interests are in the area of Mechanical Engineering
including Tribology and Contact Phenomena,
Security and Regulations for Machine Design.