International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 INTERNATIONAL JOURNAL OF MECHANICAL 6340(Print), ISSN 0976

6 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

ENGINEERING AND TECHNOLOGY (IJMET)

ISSN 0976 6340 (Print) ISSN 0976 6359 (Online) Volume 3, Issue 2, May-August (2012), pp. 120-127 IAEME: www.iaeme.com/ijmet.html Journal Impact Factor (2011): 1.2083 (Calculated by GISI) www.jifactor.com

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STRUCTURED TEACHING OF MACHINE DESIGN FOR FUTURE DESIGN ENGINEERS

Amir Javidinejad, Ph.D. Zodiac Aerospace Inc. 7330 Lincoln Way Garden Grove, CA USA Email: amirjavidinejad@gmail.com ABSTRACT In this paper the methodology for project engineering the design projects for machine design lab is presented. The approach illustrates the organization necessary to project manage the design project from initial design project start to the final design report generation and presentation. The concepts of preliminary design, design flow and final design in contents of project engineering are discussed and examples are provided to elaborate extensively. The contents of the paper are intended for the teaching of the concepts to future engineers, "students." Keywords: Design Project, Project Management, Design Methodology 1.0 INTRODUCTION In many undergraduate mechanical engineering programs the machine design courses include a one-unit laboratory or project course that is allocated for students to do design projects. In this course normally due to the time constraints one or two design projects are assigned for a quarter or semester term. The student is usually exposed to a design project for the fist time during their career span and because of time constraints the standards are compromised for finishing the projects on time. For this reason, it is very essential for the student to learn a systematic approach to design that could be carried out to the senior design project courses. Which eventually is the stepping stone for performing industrial design projects that would be assigned to them in their careers. This paper is generally intended for the use of the instructors of such design project courses. In many instances since the students are not exposed to such design processes 120

International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 6340(Print), ISSN 0976 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

they lack the approach to tackle such projects and it becomes the instructors responsibility to teach them a structured approach to do these project courses. It is the intension of this paper to show such a systematic approaches to design where student learning is achieved by following examples. Once the approach is learned, then the student is expected to perform and apply the approach to other assigned design projects. Thus, it would be a wise decision for the instructor to assign two separate design projects, one that allows the instructor to show the systematic methodology and one that the student repeats the processes learned to a second design project. Normally the first project where learning how to do is being explored has to weigh less than the final project where they apply the learned processes. There are four necessary steps in every successful conceptual design, 1) Preliminary Design, 2) Design Process Flow, 3) Analysis and 4) Finalized Design. Each of which would have their own purpose individually and all together serve a great purpose for finalizing the design project for presentation. Preliminary Design is concept of defining system and component relationships in the project. Design Process Flow is the guidance in carry out the steps necessary for the design. Analysis is where calculations are performed to produce reputable design results. The Finalized Design segment deals with pulling together the previous sections in a systematic approach where a formal report and presentation can easily be generated. 2.0 DESIGN EXAMPLE In order to illustrate the different design process schemes accurately let us consider the following simple design concept. A circular cam-follower-valve is to be designed where a linear spring opposes its motion. The follower is assigned a specific material, the spring has a specific weight requirement and the cam has a uniform rotational speed, rpm, assigned to it. The spring is to be designed where a maximum design shear allowable is predefined. The valve is to be sized against maximum stress allowable. The analysis work should include the results at various angels of rotation. By design definition typical components are, a spring, a valve(stem and face) and the cam. The following figure 1 illustrates this simple design concept.

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International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 6340(Print), ISSN 0976 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

Figure 1 The simplified design concept 3.0 PRELIMINARY DESIGN Preliminary design would be where the component to requirements specifications, component to component relationships and the components to required analysis relations are mapped. Matrix format should be utilized in order to maximize efficiency and to minimize the correlation efforts. Such matrix formats are widely used in concurrent engineering for quality function deployment (QFD) approach where customer needs and requirements are translated into specific plans to produce products [1]. The first matrix of the preliminary design is the matrix that defines the relationship between the system components and the design requirements. The task is to identify critical design requirements (such as stress allowables and displacement limits) and after sorting the system components, making a relationship chart. Table 1, following illustrates this matrix for the simplified valve-spring design. Table 1 Design Components to Design Requirements Relationship Matrix.

Shear

Bending Contact Dimensional Materials Section Stress

4

Forces

Stress Stress Cam

Constraints
4 4

Properties
4 4

Valve Stem

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International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 6340(Print), ISSN 0976 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

Valve Face Spring

The second matrix is the matrix that maps the relationship between the system components that need to be designed. The system components that were identified in table 1, would promptly be carried over to this table and their relationships mapped. This helps the design member to establish the pre-requisites in design process flow development and analysis work by understanding how each component interacts with other parts of the system in design. The following table 2 illustrates such matrix relationship. Table 2 Design Components Relationship Matrix

Cam

Valve Stem

Valve Face
4

Spring

Cam

Valve Stem Valve Face Spring

4

The third matrix is the required analysis to components matrix which prioritizes analysis schemes and types the analysis required for each component. The goal is to establish which component needs to be analyzed first and which component needs to await analysis of other components before being analyzed itself. The table 3, following illustrates this matrix format relationship.

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International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 6340(Print), ISSN 0976 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

Table 3 Required Analysis Matrix

Primary Analysis Cam

4

Secondary Analysis

Type of Analysis Dynamic Static

Valve Stem Valve Face Spring

4

Static Stress

Static Stress Dynamic Stress

4.0 DESIGN PROCESS FLOW The design process flow is the most important part of the conceptual design process. In this section process to carry out the design has to be mapped very carefully. And this task is done by considering the steps identified in the preliminary design phase. Details such as which analysis needs to be done for each component and at which priority it has to be designed, has to be made in this chart. The chart has to establish the design process in such a way that for instance if a new member is added, this new member can carry out the design just by following the design process flow chart without hesitation. The construction of this chart should be a team effort made by all members of the design team. The sequencing and the detail has to be made with careful attention so that neither the standards nor the quality of conceptual design is jeopardized. Simply the information gathered in the previous preliminary design section has to be rich enough for generation of this process flow with a little bit of ingenuity. Figure 2, following illustrates the design process flow chart for this simplified valve-spring design.

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International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 6340(Print), ISSN 0976 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

Define Design Project Define Components Cam-Spring-Valve Analyze Cam Motion at Various Locations Compare
Size the Cam Determine Forces and Stresses Material Selection

Determine Requirements Stress-Load-Dimensions

Finalize Design

Size the Spring Determine Forces and Stress Material Selection Size the Valve Calculate Forces and Stresses Material Selection

Generate Stress Report and Motion Response at Various Locations

Figure 2 The process flow for design project 5.0 ANALYSIS As in any solid design the analysis is required. The students should be taught that the design and analysis are complimentary to each other and the analysis is required for the development of design solutions [2]. In the previous preliminary design section the student was organized to establish the type of required analysis for each component and to establish the priorities in the analysis sequences. With that in mind the student should be encouraged to use tools such as CAE, FEA to verify the hand calculation and to carry out the analysis part of the design. The sequential scheme of analysis can be determined from the design flow process part of the design project. Further, the theoretical background learned in the lecture part of the machine design course should be adequate to give the necessary tools for the student to do the analysis of the part and produce results for comparison to requirements.

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International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 6340(Print), ISSN 0976 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

6.0 FINAL DESIGN The design would be finalized after each component is designed to fit the overall system requirements. The system requirements are compared to the actual analysis results. Once the requirements are met, the design has to be conceptualized in a report format where as each step of the design process flow is followed. In general a student may follow the following systematic scheme in finalizing a design as shown in figure 3 following.

Define Design Problem Determine Components Define Component System Requirement Design Flow Analysis and Comparison of Results to Requirement Final Design Preliminar Design Matrices

Figure 3. The final design methodology scheme 7.0 CRITICAL DESIGN REVIEW The most important aspect of the design is that it has to be accepted by the end-user or customer. For this reason after the completion of the design, the design has to be reported. Three separate reports explaining 1) the physical design, 2) the analysis of the design and 3) cost and fabrication have to be produced. These reports each and individually complete the presentation of the critical design review by the engineering teams. The physical design report would elaborate on the features of the design and how it meets the end-user's requirements. It could possibly elaborate on design iterations and the successful reach of a final design. It would break down the components of the design and explain their respective functions. It would elaborate on the material selection and its relevance to requirements. It would elaborate on operation of the design and their relations to the functional requirements. The design analysis report is a combination of all and any calculations and analysis that was carried out in order to justify the soundness of the design. The report substantiates the mechanical, electrical and operational aspects of the design by comparison to 126

International Journal of Mechanical Engineering and Technology (IJMET), ISSN 0976 6340(Print), ISSN 0976 6359(Online) Volume 3, Issue 2, May-August (2012), IAEME

available standards and regulations. Typically a list of margins of safety for each component has to be produced that satisfies specific factors of safety. All available analysis tools utilized have to be addressed and their applicability has to be verified. The cost and fabrication report would consists of a breakdown of the cost associated with fabrication of each component and how it would be fabricated. In this report any feasibility studies for methods of fabrication has to be addressed. The applicable manufacturing methods have to be elaborated on for the design. The means of fabrication has to be addressed and it's specific requirements for any and all details has to be reported. The time frame for fabrication and its number of necessary steps has to be discussed. All and all these three reports have to be generated for a successful critical design review. In the classroom environment these reports are combined together since the team working the project is small in comparison to the comparable project team that is being carried out in the industry. This satisfies the requirements as long as each section of the three critical reports are clearly sectioned in the comprehensive report and each section is given its respective weight. In class room environment the instructor evaluates the design but yet the line of questioning forming the soundness of the presentation could and should be encouraged by the classmates. Each category of the design, analysis and report presentation has to be accounted for and given proper percentage of the overall mark. The critical design review is only comprehensive by addition of the oral review detailing the design steps. 8.0 CONCLUSIONS A systematic approach to conceptual design processes for the machine design course was presented here. Steps necessary for a student design team to organize and process design requirements for a design project was established. The methodology presented was established with the teaching instructor in mind, which utilized structured approach techniques for the design project. The necessary project engineering tools for the instructor to teach and for the student to learn was elaborated via a simplified design example. The contents presented in this paper fully intend to organize the mind set of the future design engineer to follow the established processes discussed for completion of a successful design project. REFERENCES [1] K Crow, Customer-Focused Development with QFD, DRM Associate, 2002. [2] C.D. Pionke, E Seat and J.G. Parsons, Analysis vs. Design: Why the Versus?, International Journal of Engineering Education, 20(3), 2004, pp. 440-446

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