Modifying an Assembly Project to Improve Student Dimensioning Skills

Norma L. Veurink; Gretchen L. Hein

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Advances in CAD with Emphasis on Dimensioning
Tagged Division: Engineering Design Graphics
Page Count: 12
Page Numbers: 24.913.1 - 24.913.12
DOI: 10.18260/1-2--22846
Permanent URL: https://strategy.asee.org/22846
Download Count: 421

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Paper Authors

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Norma L. Veurink Michigan Technological University

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Norma L. Veurink is a senior lecturer in the engineering fundamentals department at Michigan Technological University, where she teaches introductory engineering courses and a spatial visualization course designed for engineering students with poor spatial visualization skills. Ms. Veurink manages several summer programs that introduce middle and high school students to engineering. She is the secretary/treasurer for the Engineering Design Graphics Division of ASEE and is also a member of the American Society of Civil Engineers and an adviser for Tau Beta Pi. Her research interests include spatial visualization, engineering education, and first-year programs.

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Gretchen L. Hein Michigan Technological University

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Gretchen Hein is a senior lecturer in engineering fundamentals at Michigan Technological University. Her focus is on how students learn and how to make classes more interesting and applicable to the students. She currently teaches first-year engineering courses along with an introductory course in thermodynamics and fluid mechanics.

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Abstract

Modifying an Assembly Project to Improve Student Dimensioning SkillsMany first year graphics courses introduce students to solid modeling and technical graphics. At-----University, all engineering students take a two to three semester sequence of introductoryengineering courses. The last course in the sequence, ENG1102: Engineering Modeling andDesign, focuses on solid modeling (3-D CAD), graphical communication, and computerprogramming. The solid modeling portion of the class exposes the students to sketch-based andfeature-based solid modeling and creating engineering drawings and assemblies. The graphicalcommunication portion of the course includes dimensioning, section views, and view selection.To give the students practice in creating CAD assemblies using parts they modeled themselves,student teams complete a project where they either dissect a simple object or design an objectusing simple components such as PVC pipe. Students are given the components of the assemblyand calipers to measure them during at least two class periods and are allowed to collectadditional measurements at various times outside of class time. The students are required tosubmit fully dimensioned engineering drawings of each component in the assembly andengineering drawings of the assembly.In the fall of 2012, the assembly project was modified in one section of ENG1102 in an effort toimprove students’ dimensioning skills. In this experimental section, the students were given aspring scale to dissect, measure, and sketch and dimension by hand in a single 80-minute classperiod. The students were then to create solid models of the components from their sketches,and if necessary dimensions were missing from their initial sketches, they were required tosubmit a formal request to the instructor to obtain the missing dimension(s). In two controlsections of the course, the students were given the same spring scales to model and takenecessary measurements from in two 80-minute class periods and were allowed access to thescales outside of class. Individuals from each student team in both the control and experimentalsections were to submit fully dimensioned engineering drawings of two components of thespring scale. In order to assess if the change in the project did improve students’ dimensioningskills, the drawings from the experimental and control groups were compared to determine ifdrawings from the experimental group had fewer missing and/or duplicate dimensions thandrawings from the control group. Exam questions on dimensioning were also compared. Thispaper will discuss the findings from these analyses.

Citation
Format

Veurink, N. L., & Hein, G. L. (2014, June), Modifying an Assembly Project to Improve Student Dimensioning Skills Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22846

TY  - CPAPER
AB  -        Modifying an Assembly Project to Improve Student Dimensioning                               SkillsMany first year graphics courses introduce students to solid modeling and technical graphics. At-----University, all engineering students take a two to three semester sequence of introductoryengineering courses. The last course in the sequence, ENG1102: Engineering Modeling andDesign, focuses on solid modeling (3-D CAD), graphical communication, and computerprogramming. The solid modeling portion of the class exposes the students to sketch-based andfeature-based solid modeling and creating engineering drawings and assemblies. The graphicalcommunication portion of the course includes dimensioning, section views, and view selection.To give the students practice in creating CAD assemblies using parts they modeled themselves,student teams complete a project where they either dissect a simple object or design an objectusing simple components such as PVC pipe. Students are given the components of the assemblyand calipers to measure them during at least two class periods and are allowed to collectadditional measurements at various times outside of class time. The students are required tosubmit fully dimensioned engineering drawings of each component in the assembly andengineering drawings of the assembly.In the fall of 2012, the assembly project was modified in one section of ENG1102 in an effort toimprove students’ dimensioning skills. In this experimental section, the students were given aspring scale to dissect, measure, and sketch and dimension by hand in a single 80-minute classperiod. The students were then to create solid models of the components from their sketches,and if necessary dimensions were missing from their initial sketches, they were required tosubmit a formal request to the instructor to obtain the missing dimension(s). In two controlsections of the course, the students were given the same spring scales to model and takenecessary measurements from in two 80-minute class periods and were allowed access to thescales outside of class. Individuals from each student team in both the control and experimentalsections were to submit fully dimensioned engineering drawings of two components of thespring scale. In order to assess if the change in the project did improve students’ dimensioningskills, the drawings from the experimental and control groups were compared to determine ifdrawings from the experimental group had fewer missing and/or duplicate dimensions thandrawings from the control group. Exam questions on dimensioning were also compared. Thispaper will discuss the findings from these analyses.  
AU  - Norma L. Veurink
AU  - Gretchen L. Hein
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Modifying an Assembly Project to Improve Student Dimensioning Skills
UR  - https://strategy.asee.org/22846
DO  - 10.18260/1-2--22846
ER  -