embedding multiple assessments in classroom activities

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<ul><li><p> Laboratory Activities for a Dimensional Metrology Class</p><p>Joseph P. Fuehne</p><p>Purdue University</p><p>Mechanical Engineering Technology</p><p>Columbus, Indiana</p><p>jfuehne@purdue.edu</p></li><li><p>Learning Outcomes</p><p>Who is PCOT in Columbus?</p><p>Details including objectives of 3 new metrology-related classes</p><p>Specific lab activities </p><p>Integration into the MET curriculum</p></li><li><p>Purdue University College of TechnologyStatewide system10 locations throughout IndianaDirect administrative link to West Lafayette campusNot a regional campusWork together with host campus to deliver programHost campus provides instruction for general education classes</p></li><li><p>Purdue COT in ColumbusFour degree programsMET Mechanical Engineering TechnologyOLS Organizational Leadership &amp; SupervisionIT Industrial TechnologyCNIT Computer &amp; Information TechnologyCommuter CampusLow cost alternative to main campusStill awarding Purdue diplomas</p></li><li><p>Mechanical engineering technologyBSMET at locations is equivalent to BSMET at the main campusNot true at regional campus although very similarHands-on programApplied EngineeringBetter preparation for manufacturing-related careersNo real metrology effort on the main campusThis effort in Columbus leads COTs metrology curriculum</p></li><li><p>Metrology RationaleCritical tool in manufacturingUnderappreciated in higher educationMost engineering or engineering technology programs ignore metrology and closely-related GD&amp;TOnly a handful of higher education institutions really address metrology in curricula</p></li><li><p>Metrology Lab CollaborationA community effortCummins, IncCommunity Education CoalitionEnvironmentally-controlled labDonated equipmentStarrett CMMOptical measurement systemsMass and length standardsMass balancesForce measurement systemSuper micrometerHand tools</p></li><li><p>Engineering Technology vs EngineeringMetrology is a better fit in ET programsPractical, hands-on program focused on design and production processes manufacturing!ET is ideal for integrating measurement devices, techniques, analysis and plan development</p></li><li><p>Integrated curricula vs Skill AttainmentIntegrate metrology as a tool to improve design and production processCurriculum committeesNot necessarily interested in Introduction to CMM classAt least, not at upper division levelEasier to gain approval for a class that addresses overall big picture of design and production processes rather than a skill attainment class</p></li><li><p>Table 1. Description and Objectives of Dimensional Metrology Class</p><p>Description:Measurement Systems are vital to the manufacturing enterprise and analyzing these systems for their effectiveness is critical to verifying those measurements. Manufacturing companies may supply parts to another enterprise or accept parts from suppliers to make their products. Confirming measurements of those parts and the systems used to make them are critical to accepting and rejecting supplier parts. This class will investigate measurement systems and how to assess them through a combination of classroom and laboratory work and includes using hand tools, video measurement systems and coordinate measurement machines to measure parts and assess their effectiveness. Course Objectives:Upon successful completion of this course, the student will be able to:Define metrology, traceability and explain the role of metrology in national and international trade.Define the terms precision, accuracy, and reliability.Convert dimension units between English and metric systems. Demonstrate using graduated scales within the recognized limitations.Understand the relationship between scale divisions and discrimination. List the primary sources of error in graduated-scale instruments.Correctly measure a part using a vernier instrument.Correctly measure a part using a micrometer and a super-micrometer.Describe how Abbes law contributes to micrometer measurement.Describe the mathematical basis for gage block series.Demonstrate how to properly wring blocks together.Combine gage blocks to any desired dimension.Describe the difference between direct measurement and comparison measurement.Describe how pneumatic metrology works.Demonstrate measurement using a pneumatic metrology instrument.Apply circle and trigonometric functions with sine bars and plates to angular measurements.Describe and use optical systems for measurement.Describe and demonstrate measurements of screw threads.Describe and demonstrate measurements of gears.</p></li><li><p>Table 2. Instructions on how to prepare the Executive Summary lab report.Introduction/Objectives/Procedures:Introduce the lab in complete sentences (past tense), state the objectives/purpose of the lab, and briefly describe the procedure.Results:Describe in complete sentences the MAJOR results of the lab (past tense), NOT individual results for every measurement. Include significant numerical values where appropriate. Refer to supporting tables and/or graphs that are included as attachments. Keep your statements short and to the point!Conclusions:Describe in complete sentences any conclusions (or judgments) you can make FROM the results (usually present tense). Conclusions are statements of observed trends, differences between samples, levels of performance, or comparisons to expected results (i.e., what was actually learned during the experiment and analysis). Conclusions MUST be logically derived from the results. Conclusions may be related to (but not limited to) the objectives of the experiment and the discussion questions you answered. A discussion of experimental error may also be appropriate to help explain one or more conclusions. Again, keep your statements short!</p></li><li><p>Lab 1 Basic Measuring ToolsTape measureRulerDigital caliperPerform measurements leading to computation of surface area and volume of parts</p></li><li><p>Lab 2 Micrometer CalibrationEach student has their own micrometer to calibrateGage blocksSame procedure and documentation as used at Cummins, Inc.</p><p>Lab 3 Unit Conversion Worksheet</p></li><li><p>Lab 4 Gage R&amp;R StudyInside and outside diameters of PVC pipe coupling elementsMiniTabUtilizing 3 operators with 9 different parts for each group</p></li><li><p>Lab 5 Determining Spring ConstantsThree different approaches to measuring spring constantsBeam balance systemForce Measurement systemWeights hanging directly from springsSprings purchased at a local farm-supply store</p></li><li><p>Lab 6 Determining Roundness using Dial IndicatorsThree Cylinders machined at varying values of roundnessGage Blocks used to set dial indicatorStudents encouraged to consider best way to display test data</p></li><li><p>Figure 6. Graphed data for circularity of one of the cylinders.</p></li><li><p>Lab 7 - Measuring AnglesUse SmartScope to determine angles of 10 different PVC angled fittingsMeasure all 6 angles on bolts using digital protractorMeasured angled end of supplied part using sine bar and gage blocks</p></li><li><p>Figure 7. Measured vs Nominal Angle for 10 PVC angled fittings.</p></li><li><p>Lab 8 Measuring Threads using 3-wire Method</p></li><li><p>Lab 9 Thread Details with Optical Tools</p></li><li><p>Summary and conclusionsDimensional Metrology class required of industrial partners apprenticeship programTechnical selective for BSMET studentsHands-on, metrology lab activities with an engineering/design goalNot just measuring for the hell of 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>d</p><p>e</p><p>D</p><p>i</p><p>a</p><p>m</p><p>e</p><p>t</p><p>e</p><p>r</p><p>Part-to-PartReprodRepeatGage R&amp;R</p><p>100</p><p>50</p><p>0</p><p>P</p><p>e</p><p>r</p><p>c</p><p>e</p><p>n</p><p>t</p><p>% Contribution</p><p>% Study Var</p><p>1</p><p>1</p><p>1</p><p>0</p><p>9</p><p>8</p><p>7</p><p>6</p><p>4</p><p>3</p><p>2</p><p>1</p><p>1</p><p>1</p><p>1</p><p>0</p><p>9</p><p>8</p><p>7</p><p>6</p><p>4</p><p>3</p><p>2</p><p>1</p><p>1</p><p>1</p><p>1</p><p>0</p><p>9</p><p>8</p><p>7</p><p>6</p><p>4</p><p>3</p><p>2</p><p>1</p><p>0.04</p><p>0.02</p><p>0.00</p><p>Parts</p><p>S</p><p>a</p><p>m</p><p>p</p><p>l</p><p>e</p><p>R</p><p>a</p><p>n</p><p>g</p><p>e</p><p>_</p><p>R=0.01133</p><p>UCL=0.03703</p><p>LCL=0</p><p>AaronJustinThomas</p><p>1</p><p>1</p><p>1</p><p>0</p><p>9</p><p>8</p><p>7</p><p>6</p><p>4</p><p>3</p><p>2</p><p>1</p><p>1</p><p>1</p><p>1</p><p>0</p><p>9</p><p>8</p><p>7</p><p>6</p><p>4</p><p>3</p><p>2</p><p>1</p><p>1</p><p>1</p><p>1</p><p>0</p><p>9</p><p>8</p><p>7</p><p>6</p><p>4</p><p>3</p><p>2</p><p>1</p><p>2.64</p><p>2.62</p><p>2.60</p><p>Parts</p><p>S</p><p>a</p><p>m</p><p>p</p><p>l</p><p>e</p><p>M</p><p>e</p><p>a</p><p>n</p><p>_</p><p>_</p><p>X=2.622</p><p>UCL=2.64331</p><p>LCL=2.60069</p><p>AaronJustinThomas</p><p>111098764321</p><p>2.650</p><p>2.625</p><p>2.600</p><p>Parts</p><p>ThomasJustinAaron</p><p>2.650</p><p>2.625</p><p>2.600</p><p>Operator_1</p><p>111098764321</p><p>2.64</p><p>2.62</p><p>2.60</p><p>Parts</p><p>A</p><p>v</p><p>e</p><p>r</p><p>a</p><p>g</p><p>e</p><p>Aaron</p><p>Justin</p><p>Thomas</p><p>Operator_1</p><p>Gage name: </p><p>Date of study: </p><p>Reported by: </p><p>Tolerance: </p><p>Misc: </p><p>Components of Variation</p><p>R Chart by Operator_1</p><p>Xbar Chart by Operator_1</p><p>Inside Diameter by Parts</p><p>Inside Diameter by Operator_1</p><p> Parts * Operator_1 Interaction</p><p>Gage R&amp;R (ANOVA) for Inside Diameter</p></li></ul>

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