Metal Cutting and Manufacturing Economics Project for Freshmen

Huseyin Sarper; Nebojsa I. Jaksic; Linda Vahala

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: Strategies for Effective Education in Manufacturing
Tagged Division: Manufacturing
Page Count: 29
DOI: 10.18260/1-2--28664
Permanent URL: https://strategy.asee.org/28664
Download Count: 2200

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Paper Authors

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Huseyin Sarper Old Dominion University

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Hüseyin Sarper, Ph.D., P.E. is a master lecturer in the Engineering Fundamentals Division and the Mechanical and Aerospace Engineering Department at the Old Dominion University in Norfolk, Virginia. He was a professor of engineering and director of the graduate programs at Colorado State University – Pueblo in Pueblo, Col. until 2013. He was also an associate director of Colorado's NASA Space Grant Consortium between 2007 and 2013. His degrees, all in industrial engineering, are from the Pennsylvania State University (BS) and Virginia Polytechnic Institute and State University (MS and Ph.D.). His interests include Space, manufacturing, reliability, economic analysis, and renewable energy. He is a registered professional engineer in Colorado and a casual employee of the Aerospace Corporation.

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Nebojsa I. Jaksic Colorado State University, Pueblo orcid.org/0000-0003-1695-790X

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NEBOJSA I. JAKSIC earned the Dipl. Ing. degree in electrical engineering from Belgrade University (1984), the M.S. in electrical engineering (1988), the M.S. in industrial engineering (1992), and the Ph.D. in industrial engineering from the Ohio State University (2000). He is currently a Professor at Colorado State University-Pueblo teaching robotics and automation courses. Dr. Jaksic has over 60 publications and holds two patents. Dr. Jaksic's interests include robotics, automation, and nanotechnology engineering education and research. He is a licensed PE and a member of ASEE, IEEE, and SME.

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Linda Vahala Old Dominion University

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Dr. Linda Vahala received her B.S..degree from the University of Illinois in 1969, an M.S. degree from the University of Iowa in 1971, and a Ph.D from Old Dominion University in 1983. Her publications include articles in both plasma physics and atomic physics with an emphasis on laser interactions with plasma and with neutral/rare gas collisions. She has presented her work at various international workshops and meetings, both in Europe and in the United States. She is currently Associate Dean and Director of the Engineering Fundamentals Division at ODU. In 1995, she received the Peninsula Engineer of the Year award.

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Abstract

This paper describes a laboratory experiment and a team project to teach manufacturing concepts to new students. This project is one of two team projects of 1.5 credit portion of a two-credit course in exploration of engineering and technology. This course teaches students skills they need late and teamwork is a major skill that they acquire. They organize into a group with specialized responsibilities for the purpose of calculating the total production time and cost of a manufactured part using turning, drilling, and milling operations. Students also learn or improve spreadsheet skills while performing data entry and necessary machining calculations.

The students do not perform any metal cutting themselves, but they observe a machine shop technician manually perform this long and somewhat dangerous set of operations with 10 major cuts. Students take pictures of the operations and collect data while being exposed to rather messy realities of metal cutting. A 1018 mild steel with a diameter of 3” and a length of 10” is turned down to a diameter of 2.25” in three passes for a length of 7” on a manual lathe. Then, a 2” deep and 1.75” diameter hole is drilled on the uncut side of the part on the same machine. The part is moved to a HASS CNC mill that removes, lengthwise, top 0.84” section of the turned 7” cylindrical section and drills a 1.5” diameter hole in the middle of milled area. This experiment is repeated by using several spindle speed, feed, and depth of cut combinations. Sample chips unique to each cutting parameter set are also collected. Each cut is timed and the part is weighed before and after each cut to calculate experimental metal removal rate for each cut. All experimental observations are compared against analytical results for each machining parameter set.

Calculated energy for each cut is compared against the maximum energy the motor can deliver at the cutting point. Necessary set up times and other unavoidable time losses are also noted and used in eventual calculation of total production time of per part. Actual tool (carbide insert), energy, raw material, and hypothetical labor and overhead costs are used in calculation of total production cost per part under various annual demand scenarios. Learning curve effect is also included for non-machining activities.

The outcomes include much better understanding of production related concepts such as machining parameters, production time, and costs in manufacturing. Each team of three students write a technical team report to document the manufacturing experience they had. Upon exit survey, it was observed that the current students gained a much better understanding of manufacturing concepts compared to those in earlier semesters when manufacturing discussions were not accompanied a project based experience such as the one described in this abstract.

Citation
Format

Sarper, H., & Jaksic, N. I., & Vahala, L. (2017, June), Metal Cutting and Manufacturing Economics Project for Freshmen Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28664

TY - CPAPER
AB - This paper describes a laboratory experiment and a team project to teach manufacturing concepts to new students. This project is one of two team projects of 1.5 credit portion of a two-credit course in exploration of engineering and technology. This course teaches students skills they need late and teamwork is a major skill that they acquire. They organize into a group with specialized responsibilities for the purpose of calculating the total production time and cost of a manufactured part using turning, drilling, and milling operations. Students also learn or improve spreadsheet skills while performing data entry and necessary machining calculations.

The students do not perform any metal cutting themselves, but they observe a machine shop technician manually perform this long and somewhat dangerous set of operations with 10 major cuts. Students take pictures of the operations and collect data while being exposed to rather messy realities of metal cutting. A 1018 mild steel with a diameter of 3” and a length of 10” is turned down to a diameter of 2.25” in three passes for a length of 7” on a manual lathe. Then, a 2” deep and 1.75” diameter hole is drilled on the uncut side of the part on the same machine. The part is moved to a HASS CNC mill that removes, lengthwise, top 0.84” section of the turned 7” cylindrical section and drills a 1.5” diameter hole in the middle of milled area.

This experiment is repeated by using several spindle speed, feed, and depth of cut combinations. Sample chips unique to each cutting parameter set are also collected. Each cut is timed and the part is weighed before and after each cut to calculate experimental metal removal rate for each cut. All experimental observations are compared against analytical results for each machining parameter set.

Calculated energy for each cut is compared against the maximum energy the motor can deliver at the cutting point. Necessary set up times and other unavoidable time losses are also noted and used in eventual calculation of total production time of per part. Actual tool (carbide insert), energy, raw material, and hypothetical labor and overhead costs are used in calculation of total production cost per part under various annual demand scenarios. Learning curve effect is also included for non-machining activities.

The outcomes include much better understanding of production related concepts such as machining parameters, production time, and costs in manufacturing. Each team of three students write a technical team report to document the manufacturing experience they had. Upon exit survey, it was observed that the current students gained a much better understanding of manufacturing concepts compared to those in earlier semesters when manufacturing discussions were not accompanied a project based experience such as the one described in this abstract.

AU - Huseyin Sarper
AU - Nebojsa I. Jaksic
AU - Linda Vahala
CY - Columbus, Ohio
DA - 2017/06/24
PB - ASEE Conferences
TI - Metal Cutting and Manufacturing Economics Project for Freshmen
UR - https://strategy.asee.org/28664
DO - 10.18260/1-2--28664
ER -