Notice bibliographique
Résumé
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2563 Sources of Industrial Projects for DFMA Course Jon E. Freckleton Rochester Institute of Technology Abstract It has been our experience in both the Capstone Senior Design course and the Design for Manufacturing and Assembly (DFMA) course that students are far more interested in working on “real” projects. The problem is finding industrial support for about 100 projects per year. This paper will consider the various sources we have used. RIT works on the quarter system; DFMA is a four credit hour course; the project represents 25%-40% of the grade. Background The undergraduate DFMA course started as a required course 10 years ago. It was based on a very successful graduate course. The graduate course was an evening course with almost all students holding full-time engineering jobs (‘) . Projects usually related to the students job or were obtained from a peer at work. The few full time students were allowed to use a commercial product they had at home or purchased at a local store. RIT is a quarter based institution with a cooperative education program. For engineering students it is a five year program. As freshman and sophomores, they attend three consecutive quarters with the summer quarter as vacation. As third, fourth, and fifth year students they alternate academic quarters and work blocks. They must complete five co-op work blocks to graduate. The students are split into “A” and “B” blocks so the Institute holds classes all four quarters and about 50% of each class is on campus each quarter. Some co-op employers hire only for double blocks, wanting the student for six consecutive months. DFMA is a required course for fourth year students. Prerequisites are Geometric Dimensioning and Tolerances and Manufacturing Processes. A normal track student will have completed two work blocks prior to taking this course. Due to a significant number of transfer students, and students who have experienced academic problems, the class usually has a few third year students, and several fifth year students. The course covers two major areas: Design for Assembly (DFA) and Design for Manufacture (DFM). DFA covers two quantifiable measurements of assembleability; Boothroyd Dewhurst (BDI) manual and software techniques’2’ , and the SEER (3) Technology software technique. DFM covers: casting, molding, sheet metal, powder metal, extrusion, forging, and machining. The BDI DFM software (4) I.S used for the five processes that have been developed to date. Homework consists of: 1. Reading from the text 2. Four papers 3. A DFA manual calculation 4. A “Tip-a-Can” design, and working prototype”’ 5. A DFMA project; due in phases, to force timely work, and to make sure the grading workload is almost livable.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,019 | 0,021 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,305 | 0,176 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».