DM:4.2.1 Basic Solid Modelling With Ideas

 

Objective: To provide an introduction to solids modelling with Ideas, and the Silicon Graphics workstations.

 

Background Material: The ideas student guide should be read, and relevant exercises done, up to the end of chapter 3. Please do not skip sections.

 

Evaluation: You are required to produce a solid model of a coffee cup (including handle). After the cup is modelled, a printout of the wireframe, and shaded cup is required. Your cup will have proportions determined by your student number. A simple cup will get not full marks, so be creative.

 

3rd digit of student # cup height cup width

0 3in 3in

1 4in 3in

2 5in 3in

3 6in 4in

4 3in 4in

5 4in 4in

6 5in 5in

7 6in 5in

8 3in 5in

9 4in 6in

 

DM:4.2.2 More Solids Modelling With Ideas

 

Objective: To produce a more complex design incorporating assemblies, swept geometries, features, and splined surfaces.

 

Background Material: Ideas Student Guide, up to the end of Chapter 7.

 

Evaluation:

1. A gear is to be modelled. This gear should have a tooth profile similar to that shown below. The number of teeth is listed in the table below. (Hint: profiles for teeth, copy for reproduction).

 

2. A hook is to be designed, having the inner and outer radii listed in the table below. This hook should have some laminate sections (at least 3), and rivets to hold it together. Three drawings are to be made with the hook at half size, and at double the size. (Hint: Using features may help)

 

3. Choose a design of your own. Your object should have at least 3 parts (at least 1 skin group). This design should display the major areas of Ideas covered up to the end of section 7. You will receive marks for creativity.

 

 

4th digit of stud # # teeth hook inner hook outer

0 10 3in 4in

1 12 3in 5in

2 14 3in 6in

3 16 4in 5in

4 18 4in 6in

5 17 4in 7in

6 15 5in 6in

7 13 5in 7in

8 11 5in 8in

9 9 6in 7in

 

DM:4.2.3 Solid Modelling for a complete design

 

Objective: To create an assembly model of a product, which may then be examined for kinematic interference, and then design drafted.

 

Background Material: To the end of Chapter 10 in the Ideas student manual.

 

Evaluation: Each student is expected to design a piston assembly (one crude example is given below). The major piston dimensions vary from student to student based on your student number, and any dimensions not given can be approximated. The student will produce a report which has a title page, a VERY SHORT introduction/outline. The report should include shaded images for sales and marketing, drafted drawings for production, a drawing showing that the kinematic linkage of the piston does not cause collision. As usual marks will be assigned for creative, and correct work.

 

PISTON DIMENSIONS BY STUDENT NUMBER DIGITS

 

5th digit piston radius second digit crank length

0 3cm 0 10cm

1 4cm 1 11cm

2 5cm 2 12cm

3 6cm 3 13cm

4 3cm 4 14cm

5 4cm 5 15cm

6 5cm 6 16cm

7 6cm 7 17cm

8 7cm 8 18cm

9 8cm 9 19cm

 

 

DM:4.2.4 Simple Finite Element Analysis

 

Objective: To try to do Finite Elements the Easy Way.

 

Background Material: To the end of Chapter 13 in the Ideas Student guide.

 

Evaluation: Create meshes for the sections described below, then solve for the given load cases. The section shape is determined by your student number, as are the load cases. You are expected to submit plots of the basic geometry, a deflected geometry, and stress contours. You are also expected to submit a conclusion describing the result of the analysis. You should also select a material which will give this section a factor of safety of approximately 2. You should position the section in the centre of the plate. (NOTE: FEM meshing in Ideas does not always work as expected, so be prepared).

 

PLATE DIMENSIONS BY STUDENT NUMBER DIGITS

 

6th digit width length Hole Section #

0 5cm 4cm 1

1 5cm 4cm 2

2 5cm 5cm 3

3 6cm 5cm 1

4 6cm 6cm 2

5 6cm 6cm 3

6 7cm 7cm 1

7 7cm 7cm 2

8 7cm 8cm 3

9 8cm 8cm 1

 

 

 

 

DM:4.2.5 Better FEM

 

Objective: To try some more advanced FEM techniques, and lay the groundwork for advanced analysis.

 

Background Material: Up to the end of Chapter 16 in the Ideas Student Guide (NOTE: IF YOU ARE PLANNING TO USE FEM FOR YOUR YOUR FINAL PROJECT, YOU SHOULD WORK TO THE END OF CHAPTER 18 NOW)

 

Evaluation: Each student will select their own geometry to analyze. (Be careful, if it is too complicated you will have many problems). The loading conditions are also to be selected by the student. Perform the analysis, and produce enough documentation to support any conclusions you may be able to draw about the results of the test. Write a half page report which outlines briefly what you found. You will be evaluated by comparison of your report to those of other students.

 

 

DM:4.2.6 Advanced Analysis Techniques

 

Objective: To use either advanced FEM techniques, or to try a dynamic analysis of a product.

 

Background Material:

a) (Advanced FEM) Chapters 17 & 18 from the Ideas Student Guide

b) (Dynamics) Chapters 19 & 20 from the Ideas Student Guide

 

Evaluation (DO ONLY A OR B):

a) (Advanced FEM) The student will select a novel beam cross section of their own choosing. A complete analysis of this beam will be done, and submitted, with appropriate documentation. Then, using the section used in Assignment 6, perform adaptive meshing, and produce printouts of the mesh as it is refined. Examine the mesh, and using your knowledge of FEM, discuss any irregularities in the mesh, and the possible effect.

b) (Dynamics) Create and analyze an antenna from a car. The main shaft should be tapered from bottom to top, and a small ball should be mounted on top. The student may select dimensions, and masses. A complete modal analysis is to be performed.

 

 

DM:4.2.7 Simultaneous and Concurrent Engineering

 

Objective: To make use of the computers to perform team design projects. It should become obvious in the assignment what the advantages, and disadvantages of computer support for these project are. One example of a system like this is an international design company who develops one part in Toronto, and another part in Singapore. email is their communication medium.

 

Background: Assignments 2 to 5, The SGI Users Guide, and Class Notes

 

Evaluation: Teams of 5 are to be selected (you must match up with 4 other students), and you will select a team leader. The group will design a simple product with six parts. The parts will be designed, and then analyzed for important design considerations such as stress, kinematics, dynamics, deflection, etc. E-mail will be used for communication between team members via the team leader for all design details, and the team leader will be responsible for keeping this mail as a record of design If you communicate without e-mail, you will be penalized. Files may be swapped between users using ‘FTP’ (See section 4 in notes for intro). A final report is to be submitted which describes the product selected, the team structure, the ideas output, and an e-mail log which shows how the design decisions were made. The only verbal communication allowed is in the planning stages when the product is selected, and the components allocated. A possible structure for this project is 1 team leader/documentation/email specialist, 2 design engineers, 2 analysis engineers for FEM, etc.

 

DM:4.2.8 Evaluation of Software

Objective: The student will use a design package, as indicated below, unless otherwise arranged with the instructor. The student will learn how to use their assigned package, do a simple design, and prepare a short report describing the software. This report should be of a form useful to a manager making decisions about selection of software packages.

 

Background: Depends upon source of software

 

Evaluation: Each student will learn how to use each software package fully. A simple design or analysis problem will be selected by the student, and then used to demonstrate the software. A short report will be written that summarizes the features of each software package, and critically reviews it. Concise reports will be used as indications that the student clearly understands the software, and its relative value to other packages. Overly verbose reports will be given lower marks.

 

4th digit of student number Package

0

1 Protocad

2 Beam CAD

3

4

5

6

7

8

9