A Self-administered Gage Analysis Intervention and Assessment

Michael J. Kozak

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Development of Manufacturing Engineering Laboratories I
Tagged Division: Manufacturing
Page Count: 12
Page Numbers: 25.101.1 - 25.101.12
DOI: 10.18260/1-2--20861
Permanent URL: https://peer.asee.org/20861
Download Count: 458

Paper Authors

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Michael J. Kozak University of Dayton

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Michael J. Kozak is an Assistant Professor in the Department of Engineering Technology at the University of Dayton. He primarily teaches classes related to mechanical engineering technology and his main research interest is pedagogy.

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Abstract

Gage Repeatability and Reproducibility Exercise Learning AssessmentAbstractGage repeatability and reproducibility (gage r and r) studies were implemented in a metrology classin an engineering technology program. This paper presents a lab procedure that was developed toguide students through the performance of a gage r and r. This paper also details the creation andimplementation of an assessment tool used to determine the effectiveness of the exercise. A gage rand r exercise can be a relatively confusing exercise for a student that is new to the concept of gageanalysis. This is especially true for students that have limited prior knowledge of measurement toolsand techniques which is typically the case in this instance. It was felt that students would not be ableto totally grasp the gage r and r concepts without repeated exposure to the r and r procedure. Theauthor desired to be able to justify the repetition of the r and r with different instruments since the rand r can take a significant amount of time. An assessment tool was created to determine if therepeated exposure to the exercise was measurable and beneficial or just a hunch of the instructor.Care was taken to choose gages that could be analyzed in a straightforward manner. The selection ofthe type of parts that were to be measured during the exercise was also important. Parts were chosensuch that the operators (students) were required to determine a specific, controlled method to orientthe part to obtain the measured dimension or the results would not yield an acceptable gage analysisratio. The part limit specifications have a direct bearing on the analysis results and were chosen toyield initial results that required students to problem solve to improve the measurement technique toachieve an acceptable precision to tolerance ratio. The requirement for the students to improve themeasurement process increased the likelihood of a satisfactory learning experience. A survey wascreated to enable assessment of the exercise. The survey included both quantitative and qualitativemeasures. Students were given the survey both before and after the gage r and r exercises.Comparison of the pre-test and pos-ttest results gives an indication of the relative merits of theexercise..

Citation
Format

Kozak, M. J. (2012, June), A Self-administered Gage Analysis Intervention and Assessment Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20861

TY - CPAPER
AB - Gage Repeatability and Reproducibility Exercise Learning AssessmentAbstractGage repeatability and reproducibility (gage r and r) studies were implemented in a metrology classin an engineering technology program. This paper presents a lab procedure that was developed toguide students through the performance of a gage r and r. This paper also details the creation andimplementation of an assessment tool used to determine the effectiveness of the exercise. A gage rand r exercise can be a relatively confusing exercise for a student that is new to the concept of gageanalysis. This is especially true for students that have limited prior knowledge of measurement toolsand techniques which is typically the case in this instance. It was felt that students would not be ableto totally grasp the gage r and r concepts without repeated exposure to the r and r procedure. Theauthor desired to be able to justify the repetition of the r and r with different instruments since the rand r can take a significant amount of time. An assessment tool was created to determine if therepeated exposure to the exercise was measurable and beneficial or just a hunch of the instructor.Care was taken to choose gages that could be analyzed in a straightforward manner. The selection ofthe type of parts that were to be measured during the exercise was also important. Parts were chosensuch that the operators (students) were required to determine a specific, controlled method to orientthe part to obtain the measured dimension or the results would not yield an acceptable gage analysisratio. The part limit specifications have a direct bearing on the analysis results and were chosen toyield initial results that required students to problem solve to improve the measurement technique toachieve an acceptable precision to tolerance ratio. The requirement for the students to improve themeasurement process increased the likelihood of a satisfactory learning experience. A survey wascreated to enable assessment of the exercise. The survey included both quantitative and qualitativemeasures. Students were given the survey both before and after the gage r and r exercises.Comparison of the pre-test and pos-ttest results gives an indication of the relative merits of theexercise..
AU - Michael J. Kozak
CY - San Antonio, Texas
DA - 2012/06/10
PB - ASEE Conferences
TI - A Self-administered Gage Analysis Intervention and Assessment
UR - https://peer.asee.org/20861
DO - 10.18260/1-2--20861
ER -