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June 22, 2020
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June 26, 2021
Capstone/ET Projects III - Mechanical and Manufacturing Focus
Design a Class Infusion Project of ASME Geometric Dimensioning and Tolerancing Standard
As both mechanical engineering (ME) and mechanical engineering technology (MET) students need to have the knowledge of designing a product, it is critical for them to be aware of the GD&T standards developed by the American Society of Mechanical Engineering (ASME). ASME offers standards across a wide range of topics, including pressure technology, power plants, elevators, construction equipment, piping, nuclear components, and geometric dimensioning and tolerancing (GD&T) etc. Application of these ASME Standards in the design is important for both the quality and safety of a product.
This paper describes the development of a short course in Geometric Dimensioning and tolerancing titled: “Introduction to ASME Geometric Dimensioning and Tolerancing (GD&T) Standard” designed for ME/MET freshman/sophomore classes. The motivation for the development of this course came from the ASME Vision 2030 survey which identified key areas lacking in the engineering curriculum. This development project was assisted and validated by an ASME Standards and Certification Engineer and was jointly sponsored by the ASME Committee on Engineering Education and the ASME Council on Standards and Certification. GD&T uses a symbolic language to improve the communication for designers, manufacturers, and inspectors. A part function can be fully and concisely described when using the standard correctly. Therefore, many companies are migrating their conventional drawings using coordinate tolerancing to GD&T drawings. Having knowledge of the standard will certainly help students in their design capability and future career development.
One of the goals of this project was to infuse GD&T concepts within existing engineering courses using short modules. A short twenty-five-minute PowerPoint presentations were developed covering the following topics:
a. Traditional dimensions and tolerances. b. Types of traditional tolerances. c. An interesting example/problem of stacked tolerance. d. Inadequateness of traditional dimensions & tolerances. e. GD&T symbols and GD&T standards.
To assess the performance of the project, an instrument was developed with multiple-choice problems. In addition a survey consisting of four questions was conducted among the students: (1) This topic presents a clear description of traditional dimensions and tolerances, (2) Explanation of a stacked tolerance is clear, (3) The reasons of “why GD&T?” is clear, and (4) Definition of GD&T standards is clear.
The survey was given to students in a manufacturing-process course. Results of the survey are presented below:
a. 94% students agree or strongly agree that a clear description of traditional dimensions and tolerances is well addressed. b. 94% students agree or strongly agree that the stacked tolerance is well addressed. c. 88% students agree or strongly agree that “why GD&T?” is clearly addressed. d. 100% students agree or strongly agree that definition of GD&T standard is clear. e. Students received an 84% test average in multiple choice problem assessment.
The module is available at the ASME Dropbox and the developers are seeking other colleges to promote the project and participate the field test.
Lin, C. Y., & Eisazadeh, H., & Verma, A. K. (2020, June), Design a Class Infusion Project of ASME Geometric Dimensioning and Tolerancing Standard Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34383
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