A Study Of Tool Life Sensitivity To Cutting Speed

Conference

2002 Annual Conference

Location

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

New MET Course Development

Page Count

6

Page Numbers

7.115.1 - 7.115.6

DOI

10.18260/1-2--11258

Permanent URL

https://jee.org/11258

625

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Cutting Speed Sensitivity of Tool Life

Zhongming (Wilson) Liang

Purdue University Fort Wayne

Introduction

Taylor equation is one of the important topics in mechanical engineering technology courses of manufacturing processes, machining and tool design. It is important because it deals with cutter life in machining. Cutter life affects manufacturing in two ways. First, a longer cutter life means lower cutter cost per workpiece. Secondly, a longer cutter life means less frequent change of the tool and hence a smaller amount of tool change time per workpiece machined. Tool life is affected by the workpiece conditions, the tool conditions and the machining parameters. Of the machining parameters, which include the depth of cut, the feed, the surface cutting velocity and the cutting fluid, the cutting velocity affects the tool life the most. The basic Talor equation shows the mathematical relation between the tool life and the cutting speed though its generalized forms cover more machining variables. This paper will explore the basic Taylor equation on the physical meaning of one of its variables so that students can better understand and apply the equation.

The basic Taylor equation has the simple mathematical form:

V ⋅T n = C (1) in which T is the tool life (min), V is the surface cutting speed (ft/min), and n and C are constants. Do parameters n and C have notable physical meanings?

This equation appears in many textbook [1-4]. In all the books, the authors always explain the physical relation presented by the equation because understanding the physical relation by students is as important as their ability to manipulate numbers with the equation. Students need to know that any equation, theoretically derived or empirically derived, is nothing but a mathematical expression of physical relations.

In fact, the physical meaning of constant C has been well discussed in some textbooks such as [1]. It says that if we let T = 1 (min) in equation (1) then it becomes

V ⋅ (1) n = C or

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education