June 14, 2015
June 14, 2015
June 17, 2015
26.195.1 - 26.195.16
An Integrated Teaching Methodology for Manufacturing ProcessesIn this paper, we describe an integrated approach for promoting an effective methodology forteaching manufacturing processes. In that regard, a three-faceted approach that incorporatesproviding opportunities for an active learning experience in manufacturing processes has beendescribed. For demonstration cases, the course entitled ENGR3600 Production Engineering hasbeen chosen as the teaching medium. Three main aspects of the teaching methods include: 1) In-class teaching of lecture material (i.e., casting processes) 2) Hands-on sand casting laboratorywhere students are engaged in conducting and assisting in various steps of sand casting process(i.e., premixing, mold preparation, actual casting process, trimming sprues, runners, gates etc.) 3)Numerical and graphical analysis of casting processes through simulation of filling andsolidification. The integrated methodology is comprised of classroom and laboratory instruction,in which two sessions are conducted in the classroom environment, and one session is conductedin the casting laboratory. The first classroom lecture incorporates describing the various aspectsof the casting processes such as the process description, capabilities, characteristics, designconsiderations, and various types of casting processes with the corresponding variations. In thesecond classroom lecture, the students working with the CastView software have the opportunityto analyze various casting processes both visually and analytically by studying vent and gatedesign as along with filling and solidification analysis. In the third step, the sand casting processis employed for casting aluminum for obtaining a final product. Students, using insights acquiredfrom the classroom lectures have the opportunity to demonstrate their background in anengineering setting which involves mold design and preparation and active participation inassisting in the subsequent operations. In overall sense, authors conclude that a three-facetedapproach that integrates the elements of the theoretical classroom teaching with the computerassisted analysis along with actual laboratory implementation would significantly facilitateachieving of learning objectives associated with various manufacturing processes outlined in theProduction Engineering class. It is worth mentioning that the suggested approach is not limitedwith a particular manufacturing process and is adopted for additional manufacturing processeswhich span a large spectrum of existing manufacturing technology (e.g., shaping processes forplastics, sheet metal forming and welding processes). As a future research direction, theguidelines that would help increasing the generality of the suggested approach for differentmanufacturing processes would be further proposed and detailed.
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