<p>This paper aims to present innovative modifications of the contents and delivery mode of “Manufacturing Processes” laboratory for Mechanical and Manufacturing Engineering students during the global pandemic due to coronavirus (COVID-19). The objective is to maintain high level of student engagement and academic rigor, while minimizing face-to-face activities in the lab and ensuring social distancing when performing lab activities. Modifications are done in the lab portion of the course by replacing some of the previous activities heavily focused on machining processes with additive manufacturing, as activities focusing on machining processes need more face-to-face interactions. The lab portion of the course generally includes three labs (9 weeks) and one final project (5 weeks). The three labs include casting, forging and rolling, and machining lab, and the final project is on the design, manufacturing, assembly and operation of a reciprocating pump. The major adjustment in the casting lab was changing the type of casting process used and the processes used for making the mold. In previous years, students used to machine permanent molds using High-Density Polyethylene (HDPE) to cast machinable wax. A major portion of the lab time was used to train students on the manual mill and drill press and machining molds. In order to avoid face-to-face training on machine tools and spending time in the lab, students were asked to design and manufacture pattern using 3D printing process Fused Deposition Modeling (FDM), and then use the printed pattern to prepare plaster mold to cast aluminum parts. Students spent a significant portion of their time on 3D modeling and designing of the pattern to be used for the casting process. The breakout sessions in Zoom was used to allow students work in group. To ensure social distancing, in the forging and rolling lab and the machining lab, each lab section (14 students maximum) was divided into two sub-sections. Students took turn to take face-to-face instructions, when others attended online session at the same time. Another major change was made in the final project, where students needed to use 3D printing process to manufacture each component of the reciprocating pump assembly rather than using machining processes like milling, turning, and drilling. The training received on modeling and design of 3D model and FDM 3D printer in the first lab makes them ready to work on the final project. Group of students with 2-3 members were assigned to design and manufacture one single part of the pump assembly, i.e. crack, connecting rod, piston, and cylinder. Students used first 2-3 weeks of the final project on modeling and designing each part, finalizing the 3D model, and preparing the stereolithography (STL) files of parts and last two weeks on printing each component and assembling them into a working prototype of reciprocating pump. Before printing final parts for assembly, students were asked create a 3D model for moving assembly to make sure design of each component was correct and function properly. The final project was evaluated based on tolerance and target dimensions, surface finish, and functionality of the assembly system. Finally, to assess the success of the approaches taken and modifications made, students were surveyed on their experience and level of engagement they received from the revised lab activities. The results from students’ survey responses show that high level of students’ engagement was achieved and students received enough opportunity for participation in the lab activities. Students also feel that adequate social distancing and safety protocols were maintained during the lab and they felt safe when performing lab activities.</p>

Modifying “Manufacturing Processes” Laboratory for Online/Hybrid Learning Due to COVID-19

Paper Proceedings: https://asmedigitalcollection.asme.org/IMECE/IMECE2021/volume/85543

ASME 2021 International Mechanical Engineering Congress and Exposition (IMECE2021)

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