3D Parametric Computer-Aided Design

MENG 217 Syllabus, Spring 2015, Gerlick 1

MENG  217  3D  Parametric  Computer-Aided  Design Spring 2015 Syllabus

Department of Engineering and Design Eastern Washington University

Instructor Dr. Rob Gerlick

Office: CEB 348 Office hours: (tentative schedule) WR 1-2 & F 11-2 E-mail: [email protected] Phone: 359-4204

Class Times Section 1: MTWR 8:00-8:50 am, CEB 133 Section 2: MTWR 12:00-12:50 pm, CEB 133 Section 3: MTWR 11:00-11:50 am, CEB 133 Texts Parametric Modeling with SolidWorks 2014, by Randy Shih and Paul Schiling

Supplies (1) a small stapler (2) your access card for printing in classroom (3) a USB flash drive

Make sure your access card is working properly and has sufficient funds on it everyday!!! Course Description This course uses the computer to draft parametric models in three dimensions. File management methods, rapid prototyping and 2D drawing development techniques are discussed. (Four hours per week.) Prerequisite: METC 110 or High School AUTOCAD or permission of instructor. 4 Credit hours, 4 Lecture hours Use of Canvas Canvas will be used to communicate with you. It’s  your  responsibility to make sure you are setup correctly in Canvas and able to get messages from the instructor. Make sure you check your Canvas messages daily; you are responsible for any instructions sent 1 day ahead of any given class period. Course Content

x Part modeling x Assembly modeling x Generation of drawings for parts and assemblies x Introduction to FEA, motion/dynamic simulation, CFD, vibration analysis, and other topics as time permits

Assignments and Point Values

1. HW 20% 2. Exams (3) 60% (2 mid-term exams @ 20% each, 1 final exam @20%) 3. Group project 20%

MENG 217 Syllabus, Spring 2015, Gerlick 2

Exams There will be 2 exams during the term plus a cumulative final exam during finals week. Homework Assignments are shown below in Homework Table. All assignments are due within the first 5 minutes of class (i.e., no  printing  out  work  in  class  the  day  it’s  due). Late policy: no credit will be given for late work unless there is a valid medical emergency or planned school function that could not be avoided and which was also planned and discussed well in advance. Homework will be collected on the due dates specified. One  item  from  each  week’s   assignment will be chosen randomly and scored. However, all assignments from that week must be submitted for any credit to be given. Group Project The class will be split into 5 teams. Each team will design, model, create drawings, and present their design. Details are given below. Class Schedule: Homework, Exams, and Project Presentations Due Dates (Tentative – subject to change)

Monday Tuesday Wednesday Thursday

3/30 Classes begin 31 Ch1 4/1 2 4/6 Ch 2 & 3 due 7 8 9 13 Ch 4 & 5 due 14 15 16 Project Problem Definition

Due today 20 Ch 6 & 7 due. Exam 1 today.

21 22 23

27 Ch 8 & 9 due 28 29 30 5/4 Ch 10 & 11 due 5 6 7 Project Proposed Concept

due today 11 Ch 12 due. Exam 2 today.

12 13 14

18 Ch 13 due. Start Project 19 20 21

25 Memorial Day Holiday – no classes at EWU

26 Ch 14 due anytime this week in class. Tues and Wed are dedicated to individual team work for project.

27 28 CFD

6/1 FEA and Modal Analysis 2 Thermal Analysis 3 contingency, evaluations 4 Project Final Solution (drawing package) and Project Presentations due today

8 finals week 9 10 11

Final Exam Schedule

MENG 217 Syllabus, Spring 2015, Gerlick 3

Homework Table: Weekly homework assignments, submission instructions, and due dates NEVER  SUBMIT  ANY  WORK  WITH  “SHADED  VIEW.” A SCORE OF 0 WILL BE GIVEN IF SHADED VIEWS ARE SUBMITTED. Ch. Problems Due date Notes

2 Figure on p. 2-31 Text problem 1 Text problem 4

4/6

x Make a printout for each individual part x Put printouts in order as they are in the textbook x Staple in top left corner for a LANDSCAPE view. That is, like

this:

x x Make material A36 steel for all x Sheet size to be 8.5x11, Landscape x Use Hidden lines x ISO view and fit to screen x Print  Options:  Select  “Entire  Model”  and  “Scale  to  Fit” x Typed footer as follows:

o LEFT SIDE: Name o MIDDLE: Due Date and Class and Section # (i.e.,

MM/DD/YYYY, Section 3) o RIGHT: Weight of part, in units of pounds, to 3 decimal

places

3 Figure on p. 3-27 (bottom right) Text problem 1 Text problem 4

4 Figure on p. 4-27 Text problem 2 Text problem 4

4/13

5

Figure on p. 5-30 (front view only, with dimensions showing) Text problem 2 Text problem 4

6 Figure on p. 6-31 (bottom right) Text problem 2 Text problem 4 4/20

7 Figure on p. 7-28 (top right: both options unsuppressed) Text problem 2 Text problem 3

8

Figure on p. 8-33 (make both options unsuppressed) Text problem 2

4/27

For Tutorial, use sheet size called for in text. For other problem, make a 2D drawing, with FRONT, RIGHT, TOP, and ISO views, and use ANSI A-size sheet SCALED APPROPRIATELY. Dimension such that the parts can be manufactured from your dimensions and views. Include in title block the following: EWU as company, appropriate title, any dwg no, sheet size, weight (to 3 dec places in pounds), drawnby, drawndate, and material.

9

Figure on p. 9-34 Text problem 3

For Tutorial, use sheet size called for in text. For other problem, make a 2D drawing, with necessary views, plus an  ISO  view,  and  use  appropriate  sheet  type  (ANSI  A,  ISO…,  etc.,   but must be on 8.5x11 paper) and SCALED APPROPRIATELY. Dimension such that the parts can be manufactured from your dimensions and views. Include in title block the following: EWU as company, appropriate title, any dwg no, sheet size, weight (to 3 dec places in pounds), drawnby, drawndate, and material.

10

Figure on p. 10-32, but with your typical title block and the addition of a DETAIL VIEW

5/4

Use your own typical title block, to do this tutorial, skip pages10-19 thru 10-21. After p. 10-18 step 8, continue on from p. 10-22, step 1. Complete title block as typical (as in Ch8 assignment). Also include a DETAIL VIEW of a feature in this part (any feature, such as a close up of a hole).

11 Figure on p. 11-28 (bottom left: inside view, approximately ISO as shown) Use same submission instructions as in chapters 2 thru 7 above

12

Figure on p. 12-33, but with your typical title block

5/11

Note: to use the typical title block, vary from the tutorial starting on page 12-26 and use the standard title block we have typically used in this class, filled out as instructed in the Ch8 assignment above. Use any sheet size you wish, scale appropriately.

13 Figure on p. 13-36 plus a detailed drawing for each part.

5/18 Part names in the BOM in the assembly view must match the names shown on the individual part drawings. For part drawings, complete the title block as instructed in Ch8 assignment above.

14 Demonstrate motion study in class to instructor by

5/28

The burden is on you to make sure your motion study gets demonstrated to instructor in class. Due date is anytime during this week in class.

MENG 217 Syllabus, Spring 2015, Gerlick 4

Cell Phones Using cells as a calc is okay during the class, but not preferred. During exams, only calculators can be used. Attendance Class attendance will be recorded as needed. There are 3 “freebie”  absences…  use  them  however  needed.  These   are for you to use for sick days, school functions, or however you wish. After these 3 freebies, there is a 2% course grade deduct per absence, up to 4 additional absences. At a total of 8 absences (after the 3 freebies + the 4 afterward), a 0.0 GPA course grade will be assigned. There are no excused absences, including any for medical or school functions; your 3 freebies are intended for this. Grading Policy

Equal Opportunity Statement, Affirmative Action No person shall, on the basis of age, race, religion, color, gender, sexual orientation, gender identity, national origin or disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of Eastern Washington University. Eastern Washington University adheres to affirmative action policies to promote diversity and equal opportunity for all faculty and students. Students with Disabilities Reasonable accommodations are available for students with documented disabilities. If you have a documented disability and need accommodations for this class, contact the Disabilities Support Services Office for assistance. The office is located in Tawanka 121; students are welcome to stop by or phone 509-359-6871 Academic Integrity Violations of academic integrity involve the use of any method or technique enabling a student to misrepresent the quality and integrity of his or her own academic work or the work of a fellow student. Students committing academic dishonesty will be reported to the appropriate university officials and an XF grade for this course will be recorded  on  the  student’s  transcript.  For  further  information,  please  refer  to  the  Student  Academic  Integrity  Policy   posted on the Eastern Washington University web site. It is OKAY to help each other on assignments, and it encouraged. HOWEVER, everyone must turn in their own work. It is easy to recognize when one student did the work  and  another  simply  make  a  copy  and  edited!  Don’t  do  this!!! Automatic course grade of 0.0 gpa. ABET EAC Criterion 3 ABET’s  full  criteria  for  engineering  programs  include  the  following: a An ability to apply knowledge of mathematics, science, and engineering. b An ability to design and conduct experiments, as well as to analyze and interpret data. c An ability to design a system, component, or process to meet desired needs within realistic constraints

such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

d An ability to function on multidisciplinary teams. e An ability to identify, formulate, and solve engineering problems. f An understanding of professional and ethical responsibility. g An ability to communicate effectively.

Mi n Score: Grade Mi n Score: Grade Mi n Score: Grade Mi n Score: Grade 100% 4 84% 3.2 74% 2.4 66% 1.6 98% 3.9 82% 3.1 73% 2.3 65% 1.5 96% 3.8 80% 3 72% 2.2 64% 1.4 94% 3.7 79% 2.9 71% 2.1 63% 1.3 92% 3.6 78% 2.8 70% 2 62% 1.2 90% 3.5 77% 2.7 69% 1.9 61% 1.1 88% 3.4 76% 2.6 68% 1.8 60% 1 86% 3.3 75% 2.5 67% 1.7 <60% 0

MENG 217 Syllabus, Spring 2015, Gerlick 5

h The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.

i A recognition of the need for, and an ability to engage in life-long learning. j A knowledge of contemporary issues. k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. This course will address the following ABET criteria: k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Group Project Details

PROJECT OVERVIEW. This is a team project in which your team will design a solution to some problem. This may be a novel problem that currently has no real solution or a problem that has a solution in which you want to make an improvement to. Examples:

Example of a problem with no current solution: Child door lock that allows easy entrance for adults Problem: Small kids, 1-5 years old, get out of houses and get into trouble (run in traffic, fall in pools, bit by dogs, etc.). There is no current door lock that will keep kids in while at the same time allow for adults to get inside the house by themselves with little to no barriers to use. A chain lock, for example, does keep kids in, but someone on the inside must let the person knocking on the  door  back  in;  and  so  it’s  not  a  solution  because  the  inconvenience  causes  it  to  not  be  used.

Example of a problem with current solutions that might be improved on: Mouse traps Problem: No mouse trap is 100% effective; some clever mice still find a way to get away! New contraptions are designed all the time to improve on this, hopefully making them more effective. Other designs like this include the toothbrush (there are over 100 new toothbrushes patented every year!), paperclips, automobiles, shoes, ladders, etc.

INSTRUCTIONS. Complete the tasks in the table below and submit the deliverables in class on the given due dates. The tasks represent activities of the general phases of the engineering design process. SCORING. This group project is 20% of your final course grade. All 4 deliverables must be substantially complete for any credit for this project. The scoring for each deliverable will be based on the following items:

x Content: did you do what was instructed? x Formatting: did you do it how you were instructed? x Apparent Effort: does it look like you tried hard? x Professionalism: includes punctuality, preparedness, participation, respect for others, etc.

MENG 217 Syllabus, Spring 2015, Gerlick 6

Group Project Instructions:

Engineering Design Phases and Steps Deliverables

Engineering Design Phase 1: Problem Scoping

1. Meet with your team and pick a project. Discuss the problem and requirements. o The  problem  is  “what is wrong with the current situation?”  For  example,  if  you  were  

designing  a  new  ladder,  the  “current problem”  might  be  that  existing  ladders  don’t   quite meet the needs of the intended users very well; they might not be tall enough, light enough, strong enough, cool enough, versatile enough, etc.

o The  requirements  are  “the things the solution must do/be/perform”.  With the ladder, for example, you want it to be able to reach 200 feet high, be less than 5 lbs, able to hold 18 grown men at once, and be so cool everyone wants one.

Problem Definition: Submit a write up of your project proposal. This is to include the following: 1. A cover sheet 2. Discussion of the context 3. Discussion of the current

problem 4. A list of the design

requirements

Engineering Design Phase 2: Concept Generation

2. Individually, all members to come up with 3 concept ideas. Do so by talking with other people you know about this. What would they want in a product like this? What would they not want, or be annoyed with? Do they have design ideas? Also look at existing similar products and websites of similar products.

3. Next, team to meet and discuss all concept ideas. Let everyone present their ideas. Then brainstorm as a team. Here you might choose to go with one of the really good ideas you heard, or merge some of the good aspects of several ideas, or you might just talk about new ideas that you have now.

4. Next, your team must choose a single concept idea to go with. Make rough hand-sketches of the idea. Vote as a group on which design to go with, if it is not unanimous.

Proposed Concept: Submit a sketch of the concept idea. For this sketch, include balloons and a BOM identifying each part. (all members to have at least 1 part)

Engineering Design Phase 3: Detailed Design

5. Meet as a team and divide the parts of your design between members. There must be at least one part for each member to do.

6. Each member is to o finalize the design and small details of their part(s) o model their parts in SolidWorks o make individual part drawings of each of their individual parts

7. Meet as a team and put your parts together in an assembly.

8. One lucky person is to take responsibility for collecting and packaging the complete final

drawing set of the individual parts AND then make a single assembly drawing of the whole assembly. Your assembly must have a Bill of Materials (BOM) and your title blocks must be completed as appropriate (names of those who made drawing, titles, company, material, etc.). All drawings and drawing title blocks must be formatted consistently.

Final Solution: Submit a drawing package of the solution. This is to include an assembly view (collapsed), an exploded assembly view with balloons and a BOM, and individual part drawings for each individual part.

Presentation of your design

9. Make a presentation using MS PowerPoint of your project. For your presentation, you want to do these things:

o Tell  them  the  context  of  the  project:  what’s  the  problem  and  what  were  your  main   design requirements.

o Present your solution: use 3D models, animations, discussions to do so. They should completely understand how your solution works.

o Convince them, with evidence, that your solution will meet the needs of the problem.

Team Presentation: Present to class using MS PowerPoint