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Machine Design MOW323

Department of Mechanical and

Aeronautical Engineering

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This study guide is a crucial part of the general study guide of the Department. In the study guide of the

Department, information is given on the mission and vision of the department, general administration and

regulations (professionalism and integrity, course related information and formal communication,

workshop use and safety, plagiarism, class representative duties, sick test and sick exam guidelines,

vacation work, appeal process and adjustment of marks, university regulations, frequently asked questions),

ECSA outcomes and ECSA exit level outcomes, ECSA knowledge area, CDIO, new curriculum and

assessment of cognitive levels. It is expected that you are familiar with the content of the Departmental

Study Guide. It is available in English and Afrikaans on the Department’s website.

English -

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departmentalstudyguide_eng_2015.zp40263

.pdf

Afrikaans -

http://www.up.ac.za/media/shared/120/Noticeboard/Study%20Guides/departementele_studiegids_afr_2015.zp402

61.pdf

Take note of the specific instructions in the above study guide on:

a. Safety

b. Plagiarism

c. What to do if you were sick (very important)

d. Appeal process on the adjustment of marks

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SECTION A

MODULE: THEORY OF MACHINES & INTRODUCTION TO PRODUCT

DEVELOPMENT

GENERAL INFORMATION

Lecturer:

Mr K.P. Grimsehl, Engineering 1, Room 10-27

Tel. 012-420-2254

karl.grimsehl@up.ac.za

Course Web site:

http://www.up.ac.za (ClickUP)

Textbooks:

Kinematics and Dynamics of Machinery by Robert Norton

Product Design and Development by Karl Ulrich & Steven Eppinger

Shigley’s Mechanical Engineering Design by Richard Budynas & Keith Nisbett

Note that McGraw Hill will be providing a package consisting of the Norton and Ulrich-

Eppinger books in the bookshop. Buying the package might be cheaper than buying the two

books individually.

Class venues:

See departmental timetable.

Consultation hours:

By appointment

Course objectives:

The focus of Section A of the module is to introduce Theory of Machines, cover topics in

Design of Machine Elements (in continuation of earlier modules MOW 227 and MOW 312)

and provide an introduction to Product Development Engineering.

This section of the module is intended to provide the students with the following:

A strong background in the kinematic and dynamic analysis of mechanical systems;

An understanding of the fundamentals of design of machine elements (in addition to Machine

Elements introduced to students in MOW 227 & MOW312);

An introduction to Product Design and Development as generally practiced in the industry. A

semester project on development of the students’ own projects will be done.

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LEARNING ACTIVITIES

Contact time and learning hours

The module carries a weighting of 16 credits, indicating that on average a student should

spend some 160 hours to master the required skills (including time for preparation of tests

and examinations). Section A accounts for 75% of the work in the module and the time for the

section should be spent accordingly. The average contact time is approximately 5 hours per

week.

The workload for the course will stay fairly constant all through the semester with weekly

practical and assignments.

RULES OF ASSESSMENT

Also see the examination regulations in the Year Books of the Faculty of Engineering, Built

Environment and Information Technology (Part 1: Engineering or Part 2: Built Environment

and Information Technology).

Pass requirements:

In order to pass the module a student must obtain a final mark of at least 50%.

Section A counts for 75% of the overall mark.

Marks:

Your course marks for this part (Section A) of the module contributes 75% to the total for the

module. The marks for Section A and B are divided as follows:

Semester Mark (50%): Section A - 75% of semester mark: Practical’s and Assignments 10%

Product development semester project 40%

Semester Test 1 25% Semester Test 2 25%

Section B - 25% of semester mark (repeated in Section B):

Semester tests 60%

Assignment 1 20%

Assignment 2 20%

Final Examination Mark (50%)

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CLASS CONTENT & SCHEDULE

Students should constantly monitor ClickUP and are expected to come to class prepared to

discuss the study material.

The main class content covered in Section A is as follows:

A.1 Theory of Machines, Design of Machine Elements (6 lectures)

Study material: Shigley and Class Notes

This section will continue with the background from earlier modules, MSD210, MOW 227 and

MOW 312, in the design of machine elements like Clutches & Brakes, Hooke joints, etc. The

students will learn the theoretical background behind the design of these machine elements.

This section will be assessed using class tests, assignments, practical’s semester tests and

exam.

A.1.1 Study outcomes

After the completion of this section the student is expected to be able to do the following:

Design Clutches & Brakes after identifying the underlying system requirements

Design of Hooke joints, Governors and Screw drives

A.2 Kinematic & Dynamic Analysis of Mechanisms (13 lectures)

Study material: Norton, Chapters 1 – 7, 10, 11

Mechanisms with several configurations of links and joints will be used for demonstration and

analysis in order to cover the relevant theory of mechanism design. Concepts related to

identifying and calculating degrees-of-freedom are introduced. Concepts related to

identifying joints and links in a mechanism will be introduced. Position analysis, velocity

analysis and acceleration analysis will be performed on planar mechanisms. Both algebraic

and graphical methods will be used.

Fundamentals of dynamic analysis are introduced in order to perform a force analysis on a

kinematic system. This section will be assessed using class tests, assignments, practical’s

semester tests and exam.

A.2.1 Study outcomes

After the completion of this section the student is expected to be able to do the following:

Identify and compute degrees-of-freedom of a given mechanism and identify the

links and joints in a kinematic linkage

Perform position, velocity and acceleration analysis of a given mechanism or

design a mechanism using an algebraic approach or a graphical approach

Perform dynamic analysis on a given planar mechanism

Synthesize a mechanism

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A.3 Product Development, Introduction to Product Design & Development (11 lectures)

Study material: Ulrich, Chapters 1 – 15

This part of the module will introduce the students to concepts related to product

development as practiced in the industry. The sequential and iterative nature of product

development will be emphasized. This section will be assessed in the semester project,

semester tests and exam.

A.3.1 Study outcomes

The focus of Product Design and Development is integration of the marketing, design, and

manufacturing functions of a firm in creating a new product. After completion of this section

of the module the student is expected to be able to do the following:

a. Competence with a set of tools and methods for product design and

development.

b. Confidence in your own abilities to create a new product.

c. Confidence in your own ability to work effectively in a team in order to enable

the team to complete a project requiring work by all team members for it to be

delivered on time and on brief.

d. Awareness of the role of multiple functions in creating a new product (e.g.

marketing, finance, industrial design, engineering, production).

e. Ability to coordinate multiple, interdisciplinary tasks in order to achieve a

common objective.

f. Reinforcement of specific knowledge from other courses through practice and

reflection in an action-oriented setting.

Other specific objectives include:

Identify the importance of a stepwise and sequential approach to Product

Development

Understand concepts related to understanding Customer Needs, establishing

Target Specifications, going through a process of Concept Selection before

undertaking detailed design

Comprehending the need for making Prototypes, performing a Financial Analysis

and appreciating the working of group dynamics in successful implementation of

large projects

A.3.2 Expectations

This part of the course has been designed to require approximately 3 hours per week of your time

if averaged over 16 semester and examination weeks. It has a higher load during class weeks and

it is subject to continual evaluation. This is offset by a significantly reduced requirement for

preparing for and writing tests and examinations. It is expected that each student will prepare for

and attend all of the class sessions and will contribute regularly and substantially to his or her

team project.

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Experience with such project-based design courses is that students often develop high

expectations for their projects and devote substantially more time than is required by the

lecturers. Lecturers applaud this enthusiasm, but this course will not penalise students who

establish a five-hour per week average time constraint for their efforts. The workload for the

course is fairly smooth, with increased project effort at the end of the semester offset by lighter

preparation for class.

A.3.3 Academic Integrity

Full group and class collaboration on all aspects of this course apart from individual test is highly

encouraged. It is almost impossible to share too much information in product development

teams.

A.3.4 Semester project

A semester project on product development will be done in group format with groups

consisting of approx. 8 members. Students need to compile a report of their own product’s

development including all relevant sections i.e. User Requirements, Functional Analysis,

Concept Design, Concept Evaluation and Prototype Design and Financial models. A

presentation of each group’s project will be done at the end of the semester.

A.3.4.1 Projects

Your group semester assignment is to design a new product and to produce a prototype version

of it. The goal is to learn principles and methods of product development in a realistic context.

Most product development professionals work under tremendous time pressure and do not have

an opportunity to reflect on the development process. In this course, the project stress level will

be low enough that there will be time to experiment and learn. Project ideas come from the

students in the class and occasionally from opportunities presented by industrial sponsors.

Guidelines for reasonable projects are given below. The project proposal process is explained in

the Project Schedule section of this syllabus.

A.3.4.2 Project Teams

Learning and demonstrating the ability to work in a team is an important ECSA requirement for

accrediting your degree programme and from industry when appointing engineering graduates.

This module therefore requires that you demonstrate your own ability to work effectively in a

team in order to enable the team to complete a project requiring work by all team members for it

to be delivered on time and on brief. The Teamwork Guidelines and Project Assignments (PA1 to

PA3) are designed to develop and exercise your ability to plan, organize, co-operate, support each

other and share work in order to deliver the assignments on time and on brief.

In the second week of the course, we will form project teams on the basis of expressed student

preferences (see the Project Schedule for details). Teams will consist of about eight students.

Once you are assigned to a project team, we expect you to stay in the team for the entire

semester.

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A.3.4.3 Marks

The semester project contributes 40% to the total module semester mark.

Your semester project mark will be calculated as follow:

a) Individual Assignment contribution:

Thus:

b) Group Examination oral and report:

c) Product development semester project mark

A sub-minimum of 40% is required for the Product development semester project in order to pass

the module.

A.3.4.4 Important assignment dates:

Assignment PA1: Mission Statement, Customer Needs, List Target Specifications

20 August 2015

Assignment PA2: Concept Sketches, Concept Selection, Final Concept and Schedule

10 September 2015

Assignment PA3: Model, Schedule, Drawings, Plans, Financial Model

20 October 2015

Assignment PA4: Final Presentation and Demonstration 22 October 2015

A.3.4.4 Guidelines for project assignments

• Be concise (brief/short/summarizing). Most assignments can be completed in very few

pages. One exception to this guideline is concept sketches, which should be formatted

with one concept per page. Nevertheless do adhere to the principles of quality report

writing. Be sure to consult the report guide on the course web page. Use the prescribed

faculty cover page.

• Please provide a short (less than one page) description of the process your group adopted

in completing the assignment. However, there is no need to repeat a summary of the

textbook if you adopt the exact approach in the text.

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• NB. In each report you are required to comment on what worked well and what did not.

This is an important component of the learning process and carries a significant

component of the total marks. Do not neglect it!

• Hand in two copies and keep a copy for your records.

• Black ink is preferable for most assignments. (This is because some assignments are

photocopied.) However, if the use of color is important to your presentation, please feel

free violate this guideline. To facilitate copying, please use standard A4 sheets of paper,

single sided, whenever possible

A.3.4.5 Project Materials and Expenses

Since there is only a limited amount of funds available to cover students’ sundry out-of-pocket

expenses no funds are available to MOW323 students.

A.3.4.6 Intellectual Property Rights

The student teams will generally be able to retain certain rights to any inventions they develop in

this course in accordance with their student contract with the University. If a team should decide

to pursue a patent, they may do this on their own. Alternatively, the team can “share” their

invention with UP which may be interested in patenting it, in exchange for a portion of any

licensing royalties. Teams should spend some time during an early meeting agreeing in advance

on how to distribute any economic rewards arising from the intellectual property you create. Your

project assignments will serve as a dated record of the evolution of your ideas.

A.3.4.7 Guidelines for Projects

While special cases will be considered, you are strongly encouraged to choose a project satisfying

all of the following constraints:

• The product should be in the domain of mechanical engineering requiring one or more

mechanical engineering design aspects e.g. motion (kinematics, dynamics), flow (fluid

mechanics), heat (thermodynamics) or low mass (structures).

• There should be a demonstrable market for the product. One good way to verify a market

need is to identify existing products that attempt to meet the need. Your product need not

be a variant of an existing product, but the market need addressed by your product should

be clearly evident. The product does not need to have a tremendous economic potential,

but should at least be an attractive opportunity for an established firm with related

products and/or skills.

• Products developed in this class are material goods and not services. While many of the

ideas in the course apply to services and software products (for example, customer needs

and product architecture), many do not (for example, design for manufacturing).

• The product should have a high likelihood of containing fewer than 10 parts.

Although you cannot anticipate the design details, it is easy to anticipate that an electric

drill will have more than 10 parts and that a garlic press can have fewer than 10.

• You should be confident of being able to prototype the product within your available

budget for sundry expenses, own contribution and possible donations. For example, a razor

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like Gillette’s Mach3 may have about 10 parts, but would require tens of thousands of

rands to create a geometrically accurate prototype.

• The product should require no basic technological breakthroughs. (Yes, a more compact

airbag would be a nice, but can you do it without inventing a new chemical?)

You do not have time to deal with large technological uncertainties.

• You should have access to more than five potential lead users of the product (more than 20

would be nice). For example, you would have great difficulty researching agricultural

irrigation systems without leaving Pretoria.

A.3.4.8 A few more hints

• Save any highly proprietary ideas for another context; we will be quite open in discussing

the projects in class and cannot be constrained by proprietary information.

• Most successful projects tend to have at least one team member with strong personal

interest in the target market.

• It is really nice to have a connection to a commercial venture that may be interested in the

product. (One group at another university signed a licensing agreement with a major mail

order and retail company with which they had made contact during the first week of the

course. The product they developed became a commercial success.)

• Most products on the market are really not very well designed. This is evidenced by the

seemingly poor quality of common consumer products (utility knives, garlic presses, and

ice cream scoops, for example). The experience in this class is that if you pick almost any

product satisfying the above project guidelines, you will be able to develop a product that

is superior to everything currently on the market. A book titled THE DESIGN OF EVERYDAY

THINGS by Donald A. Norman (Doubleday, 1990) discusses good and bad examples and

provides principles and guidelines for good design.

• Just because you have used a lousy product doesn't mean that a better one doesn't exist.

Do some thorough research to identify competitive products and solutions.

A.3.4.9 Some Project Examples from Similar Courses

• clipboard for disabled persons

• canteen for in-line skaters

• beverage holder for sail boats

• book bag for students

• stripping basket for fly fishing

• laser level for carpenters

• beer bottle capper for home brewers

• reading/area light for campers

• grocery bag carrier for urban shoppers

• clamp for theatrical lighting

• Marker Refill Station

• Braai Table

• Easy Jar Opener

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A3.4 Appendix A: Patent Search

The following references may be used in the search for a patent:

www.tip.net.au/~arhen/

www.patents.ibm.com

The USA patent and trademark offices:

www.uspto.gov

European patent offices:

www.european-patent-office.org/index/htm

Another method to follow is to enter the word “patent” at yahoo (www.yahoo.com) or

other search engine

If you use the patent basis, look out for the following:

Patent number

Words that describe the patent

The owner of the patent

Submission date of patent

A3.4 Appendix B: Teamwork Guidelines

TEAMWORK GUIDELINES

Adapted from R.M. Felder & R. Brent, Effective Teaching, North Carolina State

University, 1999

TEAM POLICIES AND EXPECTATIONS

Your team will have a number of responsibilities as it completes project assignments.

· Designate a coordinator, recorder and checker for each assignment. Rotate these roles for

every assignment to give everyone a fair learning opportunity and to share work load

fairly.

· Agree on a common meeting time and what each member should have done before the

meeting (readings, taking the first cut at some or all of the assigned work, etc.).

· Do the required individual preparation.

· Coordinator checks with other team members before the meeting to remind them of

when and where they will meet and what they are supposed to do.

· Meet and work. Coordinator keeps everyone on task and makes sure everyone is

involved, recorder prepares final solution to be turned in, Coordinator checks to makes

sure everyone understands both the solution and the strategy used to get it, and checker

double-checks it before it is handed in. Agree on next meeting time and roles for next

assignment.

· Checker turns in the assignment, with the names on it of every team member who

participated actively in completing it. If the checker anticipates a problem getting to class

on time on the due date of the assignment, it is his/her responsibility to make sure

someone turns it in.

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· Review returned assignments. Make sure everyone understands why points were lost and

how to correct errors.

· Consult with your lecturer if a conflict arises that cannot be worked through by the team.

· If a team member refuses to cooperate on an assignment, his/her name should not be

included on the completed work. If the non-cooperation continues, the team should

meet with the lecturer so that the problem can be resolved, if possible. If no resolution is

achieved, the cooperating team members may notify the uncooperative member in

writing that he/she is in danger of being fired, sending a copy of the memo to the lecturer.

If there is no subsequent improvement, a disciplinary hearing with the lecturer and group

will be held which can lead to the student being fired from the group.

Similarly, students who are consistently doing all the work for their team may issue a

warning memo that they will quit unless they start getting cooperation, and a second

memo quitting the team if the cooperation is not forthcoming.

Students who get fired or quit must find a team willing to accept them as a member -

otherwise they get zeroes for the remaining assignments.

As you will find out, group work is not always easy – team members sometimes cannot prepare

for or attend group sessions because of other responsibilities, and conflicts often result from

differing skill levels and work ethics. When teams work and communicate well, however, the

benefits more than compensate for the difficulties.

One way to improve the chances that a team will work well is to agree beforehand on what

everyone on the team expects from everyone else. Reaching this agreement is the goal of the

assignment below.

TEAM EXPECTATION ASSIGNMENT

On a single sheet of paper, put your names and list the rules and expectations you agree as a

team to adopt. You can deal with any or all aspects of the responsibilities outlined above –

preparation for and attendance at group meetings, making sure everyone understands all the

solutions, communicating frankly but with respect when conflicts arise, etc. Each team member

should sign the sheet, indicating acceptance of these expectations and intention to fulfill them.

These expectations are for your use and benefit – we won't mark them or even comment on them

unless you ask us to. Note, however, that if you make this list fairly thorough without being

unrealistic you'll be giving yourselves the best chance.

For example, "We will each solve every problem in every assignment completely before we get

together" or "We will get 100 on every assignment" or "We will never miss a meeting" are

probably unrealistic, but "We will try to set up the problems individually before meeting" and "We

will make sure that anyone who misses a meeting for good cause gets caught up on the work" are

realistic.

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A3.4 Appendix C: Peer Assessment Form Please evaluate your team members (including you’re own) overall performance during the semester using the criteria given below:

Product

Group number

Name of Student Submitting Peer Assessment:

Student Number of Student Submitting Peer Assessment:

Criteria:

A. Has the member attended your group meetings?

B. Has the member notified a teammate if he/she would not be able to attend a meeting or

fulfill a responsibility?

C. Has the member made a serious effort at assigned work before the group meetings?

D. Does the member attempt to make contributions in group meetings when he/she can

E. Does the member cooperate with the group effort?

Score:

1 – never 2 – ready 3 – sometimes 4 – usually 5 – always

Criteria

Name Student Number A B C D E Total

1

2

3

4

5

6

7

8

9

10

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SECTION B

MODULE: Finite Element Analysis

GENERAL INFORMATION

Lecturer:

Mr F. Pietra, Engineering 1, Room 10-15

Tel. 012 420 3695

francesco.pietra@up.ac.za

Course Web site:

http://www.up.ac.za (ClickUP)

Textbooks:

Online lecture notes will be provided

Class venues:

See departmental timetable

Consulting hours:

By appointment

General Premise and educational approach:

The Finite Element Method (FEM) is a computational scheme to solve field problems in

engineering and science. The technique has very wide application, and has been used on

problems involving stress analysis, fluid mechanics, heat transfer, diffusion, vibrations,

electrical and magnetic fields, etc. The fundamental concept involves dividing the body under

study into a finite number of pieces (subdomains) called elements. Particular assumptions are

then made on the variation of the unknown dependent variable(s) across each element using

so-called interpolation or approximation functions. This approximated variation is quantified

in terms of solution values at special element locations called nodes. Through this

discretization process, the method sets up an algebraic system of equations for unknown

nodal values which approximate the continuous solution. Because element size, shape and

approximating scheme can be varied to suit the problem, the method can accurately simulate

solutions to problems of complex geometry and loading and thus this technique has become a

very useful and practical tool.

Rather than trying to teach the mathematics behind finite elements, the purpose of the

module is to teach the student to use finite element software effectively.

In particular different commercial software available on Campus will be presented:

SolidWorks (FEA module), Adams and Apex (MSC Software) and Workbench (Ansys Inc.).

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A student who has successfully completed this module can:

• Make a choice regarding the implementation of a suitable finite element analysis

method (e.g., static, eigenvalue, non-linear)

• Perform a linear or non-linear static analysis, and a modal analysis

• Be familiar with the limitations of certain elements, as well as the finite element

method in general

• Identify potential common mistakes when applying the finite element method and

act with prevention

• Prepare finite element models for typical mechanical components

• Solve problems using the three presented software packages

LEARNING ACTIVITIES

Contact time and learning hours

The module carries a weighting of 16 credits, indicating that on average a student should

spend some 160 hours to master the required skills (including time for preparation of tests

and examinations). Section B accounts for 25% of the work in the module and the time for the

section should be spent accordingly.

Section B’s contact time is one 2 hour practical class per week.

Lectures

The lectures have a practical approach in order to introduce the student to the use of the

commercial FEA software packages. Further practising time is requested to consolidate the

acquired knowledge. The practising time is student responsibility.

RULES OF ASSESSMENT

Also see the examination regulations in the Year Books of the Faculty of Engineering, Built

Environment and Information Technology (Part 1: Engineering or Part 2: Built Environment

and Information Technology).

Pass requirements:

In order to pass the module a student must obtain a final mark of at least 50%.

Section B counts for 25% of the overall mark.

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Marks:

Your course marks for this part (Section B) of the module contributes 25% to the total for the

module. The marks for Section B are divided as follows:

Semester Mark (50%): Section B - 25% of semester mark:

Semester tests 60%

Assignment 1 20%

Assignment 2 20%

Final Examination Mark (50%)

MODULE STRUCTURE

Study Theme Mode of instruction Contact sessions

Introduction to FEA Class lecture, self-study 3

ADAMS

Theory

Applications

Class lectures, self-study

4

Test Cases:

Test Case 1: SolidWorks

Test Case 2: Apex

Test Case 3: Workbench

Class lectures, self-study and Assignment

n. 1 6

Non-Linearities:

Theory

Applications

Class lectures, self-study and Assignment

n. 2 4

Modal analysis

Theory

Applications

Class lectures, self-study

3

Quality of the solution Report

Class lectures, self-study

1

Self-study activities:

It is expected that the student will work through the provided tutorials and exercises in order

to proficiently use the software packages.

Criteria of assessment

The student must be able to correctly use beam element, shell elements and solid element for

modelling and analysing a structure within the provided finite element software.

The student must be able to correctly prepare the model (pre-processing), solve the problem

(solution) and analyse the results (post-processing).

The student must be able to critically evaluate the quality of the results and properly report

about the performed analysis.