Bibliographic record
Abstract
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.019 | 0.021 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.305 | 0.176 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".