Materials Science Forum Vol. 692

Abstract: A traditional educational strategy for teaching sheet stamping processes consists in theoretical planning. Having experimental media available to conduct stamping processes in university teaching laboratories is not that usual. In this work Problem Based Learning is carried out. Students must evaluate some data from deep-drawing experiences that have been previously done by the teaching team. The innovation proposal starts with deep-drawing experimental demonstrations performed by an experimental device that has been designed in the laboratory for researching and teaching aims. Processing the information that students acquire helps them to analyse the main deep-drawing technological fundamentals.

Abstract: This article describes a practical machining training aiming that the students acquire the theoretical-practical knowledge of chip formation process. The training takes place after theoretical lessons of machining processes. Thus, this practice allows strengthening the knowledge gained during the lessons. The practical training lasts for five hours, and the student assisted by the teacher analyses the influence of some machining entry parameters (cutting speed, feed rate...) on exit parameters like: (I) cutting forces and power consumption, (II) surface roughness, and (III) chip typology. The practical session is carried out on an experimental set-up (Lathe CNC Danobar 65) equipped with sensors and devices to measure forces (sensor Kistler 9121) and power consumption. In addition, a portable rugosimeter (Hommelwerke) is employed to perform surface roughness measurements. No especial devices are needed for the chip typology analysis. In the case of cutting forces and power consumption, the following input parameters influences are analysed: feed rate, depth of cut and cutting speed. In the case of surface roughness analysis, the following input parameters influences are analysed: feed rate and nose radius of the cutting insert. Finally, regarding chip typology feed rate and depth of cut are examined. The experimental results are compared with model predictions (theoretical calculations) for the three issues studied. The students have to compare both results: theoretical an empirical and they need to explain the reasons when discrepancies appear. Results obtained during the last years demonstrate the student acquires better knowledge of the machining process, and at the same time realises of the process complexity.

Abstract: This paper focuses on learning about post-processing of composite materials in the current context of Manufacturing Engineering education in Spain. The use of composites has been significantly increased in different sectors in industry during the last decades. The students,taking manufacturing courses in engineering study plans, need basic formation concerning post-processing of composites. Due to the complexity of the process, powerful numerical tools are needed to develop practical models focused on damage prediction. Learning skills include modeling of anisotropic materials and specific concepts of composite such as machining induced damage.

Abstract: The strategy games have been traditionally applied in the teaching of subjects related with “decisions making”, principally in the university studies related with the company. Nevertheless, the potential of this methodology makes also applicable to studies that lead to applicable practices in companies or factories, like happens with the technical educations. So, the present paper shows the methodology applied in the teaching of “Engineering Plant”, inside the Official Master of Manufacturing Engineering in the University of Cadiz, circumscribing it in a context of a material forming machine shop by chip removal. During the experience, distributions by process and by product have been simulated, determining the fictitious domain to pass from one to another. This was preceded by the determination of the. Finally, the discussion has driven to emphasize the importance of the reduction of dead-times due to the movements.

Abstract: This paper presents the methodology that is being applied at present time for teaching and evaluation of different courses in the area of manufacturing processes engineering at the University of León. The context is delimited to the use of content management systems and continuous evaluation of learning. In particular, the Moodle platform is used for structuring the contents and for the continuous evaluation of courses in the scope of materials science, manufacturing processes and automation of operations. An analysis of the changes and challenges derived from the adoption of this methodology in the different courses in which has been applied is presented. These changes have been slightly different as a function of the compulsory or optional character of courses, as well as depending on the number of students enrolled in them.

Abstract: This paper presents a methodology for the incorporation of a Virtual Reality development applied to the teaching of manufacturing processes, namely the group of machining processes in numerical control of machine tools. The paper shows how it is possible to supplement the teaching practice through virtual machine-tools whose operation is similar to the 'real' machines while eliminating the risks of use for both users and the machines.

Abstract: Teaching methodology for industrial engineering must adapt and update its pedagogy by adopting innovative and dynamic approaches to training in state-of-the-art manufacturing technology. The development of virtual reality and computer simulation software has significantly improved the quality of education by raising learner motivation, commitment, and participation in the learning process. In university contexts characterised by large numbers of students, a hands-on approach to training in machine-tool operation on lathes and mills is unfeasible. Hence, the teaching methodology proposed involves the use of machine-tool simulators to undertake practical tasks in a virtual learning environment. The learning tasks focus on the main machine-tool components and their movements as well as on the principles and operations of machining in turning and milling processes performed on virtual machine where learners can acquire skills similar to those using traditional methodology, but require fewer resources and learning time spans.