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Manufacturing Laboratory Learning Modules On Cad/Cam/Cmm And Robotics

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Manufacturing Laboratory Innovation

Tagged Division

Manufacturing

Page Count

13

Page Numbers

11.909.1 - 11.909.13

Permanent URL

https://peer.asee.org/410

Download Count

141

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Paper Authors

author page

R. Radharamanan Mercer University

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

Manufacturing Laboratory Learning Modules on CAD/CAM/CMM and Robotics

Abstract

Students’ achievement in design and hands-on laboratory experience are important part of engineering education. To meet this requirement, the department of mechanical and industrial engineering offers design and manufacturing courses to engineering students at Mercer University School of Engineering (MUSE). In this paper, how the manufacturing laboratory facilities, and design/automation hardware and software available are effectively integrated to teach Computer Aided Design (CAD), Computer Aided Manufacturing (CAM), CAD/CAM integration, dimensioning and tolerancing, and measurement and inspection with appropriate hands-on experiences to engineering students are presented and discussed. A Design (CAD), Fabrication (CAM), and Measurement (CMM) module, a Design and Fabrication of Spline (DFS module) using the rotary axis of a CNC machining center, and a laboratory experiment in robotics along with results obtained from student team projects are presented, analyzed, and discussed.

Introduction

The advancement in technology, computers, and automation demands continuous improvement in the quality of education, both in theory in the classroom, as well as hands-on practice in design, computer simulation, and manufacturing laboratories. There is a growing need for preparing the students both in theory and practice so that they are well prepared to meet the challenges in the job market, especially in the manufacturing industries of the 21st century. A strong multi-disciplinary background is required from engineers due to increased automation in the shop floor and the globalization of industries. Assessment of student achievement in engineering design is an important part of engineering education and vital to engineering program accreditation. Systematic assessment of design is challenging yet necessary for program improvement.

Several educators, design researchers, and designers from industry have studied and addressed the importance of goals for design engineering education3, engineering design process4, 6, 7, design considerations and constraints in the design course sequence9, visualization skills12, freshman engineering design1, 2, senior capstone design10, 11, 13, and multi-university design project8.

The objectives of manufacturing engineering education and possible ways of introducing the subject into an undergraduate curriculum14 and the urgency for improving it in the educational system that supply industry with engineers15 have been discussed. A reverse engineering model and team projects for the freshman design1, 2, and computer-based teaching5 in engineering education have also been studied.

Radharamanan, R. (2006, June), Manufacturing Laboratory Learning Modules On Cad/Cam/Cmm And Robotics Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/410

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