Available online at www.sciencedirect.com Available online at www.sciencedirect.com
ScienceDirect ScienceDirect
Procedia Manufacturing 00 (2017) 000–000 Available Availableonline onlineatatwww.sciencedirect.com www.sciencedirect.com Procedia Manufacturing 00 (2017) 000–000
ScienceDirect ScienceDirect
www.elsevier.com/locate/procedia www.elsevier.com/locate/procedia
Procedia Manufacturing 23 (2018) 123–128 Procedia Manufacturing 00 (2017) 000–000 www.elsevier.com/locate/procedia
8th Conference on Learning Factories 2018 - Advanced Engineering Education & Training for 8th Conference on Learning Factories 2018 - Advanced Engineering Education & Training for Manufacturing Innovation Manufacturing Innovation
Collaborative Machine Tool design: the Teaching Factory paradigm Collaborative Machine Tool design: Conference the Teaching Factory Manufacturing Engineering Society International 2017, MESIC 2017,paradigm 28-30 June 2017, Vigoa*,(Pontevedra), Spain P. Stavropoulos H. Bikasaa, D. Mourtzisaa a P. Stavropoulos *, H. Bikas , D. Mourtzis
Costing models capacity optimization in Industry 4.0: Trade-off Patras, of Greece Laboratory for Manufacturingfor Systems & Automation, Department Mechanical Engineering & Aeronautics, University of Patras, Rio Patras, Greece between used capacity and operational efficiency Abstract a a
Laboratory for Manufacturing Systems & Automation, Department of Mechanical Engineering & Aeronautics, University of Patras, Rio
Abstract The Teaching Factory paradigm provides a real-life environment for engineering students to develop their skills and competencies, aindustrial a,*forThrough b their The Teaching Factory paradigm a real-life environment engineering students to develop skills and competencies, through directly involving them with real-life challenges. thebuse modern digital technologies and tools, and A.provides Santana , P. Afonso , A. Zanin , R.of Wernke through directlywith involving them with real-life approach, industrial challenges. Through thecommunication use of modern digital technologies andindustry tools, and in combination the relevant educational a two-way knowledge between academia and is University of Minho, 4800-058 Guimarães, Portugal in combination the relevant approach, a two-way knowledge communication between academiaindustrial-based and industry is formed, aiming with to mutually benefiteducational both astakeholders. This work focuses in presenting a framework for successful b Unochapecó, 89809-000 Chapecó, SC, novel Brazil engineering formed, to mutually benefit students, both stakeholders. This worktime, focuses in presenting a frameworksolutions for successful industrial-based teachingaiming & training to engineering while at the same providing to enterprises through teaching & training to engineering students, while at the same time, providing novel engineering solutions to enterprises through the Teaching Factory paradigm. The educational approach and required ICT infrastructure for the facilitation of knowledge the Teaching Factory paradigm. The framework educationaland approach and requiredinICT infrastructure for the facilitation of knowledge exchange are presented. The proposed tools are validated a pilot application involving a collaborative machine exchange presented. proposed framework andattools are validated pilot application tool designare scenario and The results are presented aiming motivating use of in thea Teaching Factoryinvolving concept asa collaborative a collaborativemachine design Abstract tool design scenario and results are presented aiming at motivating use of the Teaching Factory concept as a collaborative design facilitator. facilitator. Under "Industry production processes will be pushed to be increasingly interconnected, © 2018 the The concept Authors.of Published by 4.0", Elsevier B.V. © 2018 The Authors. Published by Elsevier B.V. th information based on a real time basis and, necessarily, much more In this context, capacity optimization © 2018 The Authors. Published by of Elsevier B.V. committee Peer review under responsibility the scientific of theefficient. 8on Conference on Learning Factories 2018 Peer-review under responsibility of the scientific committee of the 8th Conference Factories 2018 - Advanced Engineering th Learning goes beyond the traditional aim of capacity maximization, contributing also for organization’s profitability and 2018 value.Peer review under responsibility of the scientific committee of the 8 Conference on Learning Factories Advanced Engineering Education & Training for Manufacturing Innovation Education & Training for Manufacturing Innovation.
Indeed, lean management and continuous approaches suggest capacity optimization instead of Advanced Engineering Education & Training improvement for Manufacturing Innovation Keywords: Teaching Factory, Collaborative design and costing models is an important research topic that deserves maximization. The studyFramework, of capacity optimization Keywords: Teaching Framework, Collaborative design perspectives. This paper presents and discusses a mathematical contributions fromFactory, both the practical and theoretical model for capacity management based on different costing models (ABC and TDABC). A generic model has been developed and it was used to analyze idle capacity and to design strategies towards the maximization of organization’s 1. Introduction value. The trade-off capacity maximization vs operational efficiency is highlighted and it is shown that capacity 1. Introduction optimization might hide operational inefficiency. Manufacturing considered one of the main economic pylons of modern society [1]. However, rapid advancements © 2017 The Authors.isPublished by Elsevier B.V. Manufacturing is considered one ofthe thelast main economic pylons of in modern society [1].Society rapid advancements in various technological fields decade have resulted major changes inHowever, manufacturing systems. The Peer-review under responsibility of over the scientific committee of the Manufacturing Engineering International Conference in various technological fields over the last decade have resulted in major changes in manufacturing systems. 2017. skills required by modern engineers are constantly evolving; making life-long education more relevant than ever The [2]. skills required by modern engineers are constantly evolving; making life-long education more relevant than ever [2]. Keywords: Cost Models; ABC; TDABC; Capacity Management; Idle Capacity; Operational Efficiency * Corresponding author. Tel.: +30-2610-910-160; fax: +30-2610-997-314.
1. Introduction * E-mail Corresponding Tel.: +30-2610-910-160; fax: +30-2610-997-314. address:author.
[email protected] E-mail address:
[email protected]
The cost of idle is a fundamental for companies and their management of extreme importance 2351-9789 © 2018 Thecapacity Authors. Published by Elsevier information B.V. in modern systems. general, it iscommittee defined as capacity oronproduction potential2018 and-can be measured 2351-9789 ©production 2018 Authors. Published by Elsevier B.V. Peer review underThe responsibility ofInthe scientific of unused the 8th Conference Learning Factories Peer reviewEngineering under responsibility of&the scientific 8th Conference etc. on Learning Factories 2018 Advanced Training for committee Manufacturing Innovation in several ways: tonsEducation of production, available hours of the manufacturing, The management of -the idle capacity Advanced Engineering Education & Training Innovation * Paulo Afonso. Tel.: +351 253 510 761; fax: +351for 253Manufacturing 604 741 E-mail address:
[email protected]
2351-9789 © 2017 The Authors. Published by Elsevier B.V. Peer-review under of the scientificbycommittee the Manufacturing Engineering Society International Conference 2017. 2351-9789 © 2018responsibility The Authors. Published Elsevier of B.V. Peer-review under responsibility of the scientific committee of the 8th Conference on Learning Factories 2018 - Advanced Engineering Education & Training for Manufacturing Innovation. 10.1016/j.promfg.2018.04.004
124
P. Stavropoulos et al. / Procedia Manufacturing 23 (2018) 123–128 P. Stavropoulos et al. / Procedia Manufacturing 00 (2017) 000–000
Over and above, young engineers are proven to benefit significantly when given applied problems that force them to think “outside of the box”, developing an important skillset that includes complex problem solving, critical thinking and creativity. It has been proven that learning through practice, is one of the most effective ways to promote development of such critical skills [3], [4]. In addition, working in teams in order to solve a “hands-on” problem has been found to develop skills related to coordination, leadership, organizing and decision making. Such employees’ skills are directly linked to the successful adaptation of companies to new ventures [5]. The current work aims at presenting a framework for successful industrial-based teaching and training to engineering students, while at the same time providing novel engineering solutions to enterprises, through the Teaching Factory paradigm. The Teaching Factory Concept is as a two-way knowledge communication channel, providing industrial practices to the classroom and “new” knowledge to the factory [6]. This paper presents the required educational approach and ICT infrastructure for the facilitation of knowledge exchange. The proposed framework and tools are subsequently validated in a pilot application involving a collaborative machine tool design scenario. Two engineering teams comprising of four engineering students, each undertake the machine redesign problem under a specific scenario, with the overview of three experts. The progress of both teams and findings throughout the process are presented. Finally, results are presented and conclusions are extracted aiming at motivating the use of the Teaching Factory concept as a collaborative design facilitator. 2. The Teaching Factory paradigm Contemporary manufacturing is called to encounter the increasing industrial requirements of production related technologies, tools and techniques [7]. Training and industrial learning of future engineers in order to cope with the advances in technology, constitutes a promising factor considering an improving and innovative performance of European manufacturing [8]. However, as industrial education requires the direct evolvement of engineers in the manufacturing field, a theoretical approach inside a classroom would not be sufficient to meet the existing training criteria. Hence, the innovation of new teaching approaches is required, that are able to combine the manufacturing education and the industrial practice, import advanced knowledge into production, balance the resource-based manufacturing (labor and capital) and knowledge-based manufacturing (information and knowledge) and confirm a steady industrial growth [9]. The Teaching Factory constitutes a promising paradigm for conforming the theoretical knowledge, research and innovation into industrial practice. At this point the definition of a Teaching Factory should be given in order to clearly distinguish it from the Learning Factories. The term “Learning Factory” refers to interdisciplinary hands-on senior engineering projects closely linked to the industry, and executed in real industrial environments. As such, learning factories incorporate didactic content, as well as, a production environment [10]. The word “learning” instead of “teaching” , implies the use of experiential learning in the concept; therefore physical presence in a real production environment is a prerequisite. Due to their numerous benefits, the establishment and use of Learning Factories have been constantly increasing in Europe [11], [12]. The Teaching Factory embraces a similar concept to the Learning Factory, seeking incorporation of industrial partners and challenges in the education process. The Teaching Factory concept is based on the usage of manufacturing problems, situated on the engineers, aiming at their gradual integration in the industrial field. Thus, young engineers will be able to gain manufacturing experience and skills, as also to confront and adapt to the industrial requirements. The Teaching Factory is a non-geographically anchored learning “space”, which is facilitated by advanced ICTs and high-grade industrial didactic equipment, and operates as a bi-directional knowledge communication channel, "bringing" the real factory to the classroom and the academic lab to the factory. Context and content modular configurations allow learning and training on multiple study contents, engaging different factory facilities, engineering activities, delivery mechanisms and academic practices. The overall framework architecture for a Teaching Factory is depicted in Figure 1.
P. Stavropoulos et al. / Procedia Manufacturing 23 (2018) 123–128 P. Stavropoulos et al. / Procedia Manufacturing 00 (2017) 000–000
125
Fig. 1. Framework Architecture for Teaching Factory pilot.
3. Teaching Factory: A collaborative machine tool design case To validate the Teaching Factory paradigm presented, a “factory-to-classroom” operating scheme was envisioned, involving the adoption of an industrial-driven project. The purpose of this pilot was to implement a Teaching Factory between an academic and an industrial partner, validating the framework.
Fig. 2. Teaching Factory pilot application workflow.
The role of the academic partner was undertaken by the Laboratory for Manufacturing Systems & Automation (LMS) of the University of Patras, while the role of the industrial partner was undertaken by Laboratory for Machine Tools and Production Engineering (WZL) of RWTH Aachen University with the collaboration of Fraunhofer Institute
126
P. Stavropoulos et al. / Procedia Manufacturing 23 (2018) 123–128 P. Stavropoulos et al. / Procedia Manufacturing 00 (2017) 000–000
for Production Technology IPT. The Teaching Factory pilot involved a “real-life” engineering challenge provided by WZL/IPT to be elaborated by LMS engineering students. Two teams were formed, each consisting of four young engineers. Each team developed its’ own strategy, presenting individual potential solutions, which were evaluated together with 3 experts from WZL/IPT. The Teaching Factory pilot was conducted in five separate sessions, where the student teams interacted with the expert engineers using video conference tools. The overall Teaching Factory pilot application workflow is presented in Fig.2. The industrial engineering challenge imposed as the Teaching Factory pilot topic involved the design of a Multi Technology-Platform (MTP) machine tool, consisting of a 5-axis milling center “Mill 2000”, which is equipped with a milling spindle and two identical and simultaneously utilized working spaces “WS1” and “WS2” on either side of the milling center (Figure 3).
Fig. 3. Multi Technology Platform parts (left) and swivel rotary table representation (right).
In the first workspace (WS1) lies the main spindle for milling, laser structuring and laser deburring, while in the second one (WS2) a robotic arm with a laser processing unit is installed; this can be used for laser-based material deposition (AM), laser welding and laser hardening. Between the two working spaces, an industrial robot is installed, able to directly reach both working spaces, in order to facilitate cooperative processing (using the robot and the machine tool spindle) for a series of different processes. The MTP design allows for concurrent processing in both workspaces; however, concurrent processes affect one another. Laser-based processes impose a thermal load on the table, leading to thermal expansion and contraction during heating and cooling respectively. In addition, milling operations generate tool-induced vibrations, which propagate through the structure. When both operations occur simultaneously, the machine bed is subject to both heat dissipated by laser operations, and to vibrations due to milling operations, leading to reduced accuracy of both processes, which is unacceptable. To increase the processing capabilities of the MTP, a swivel rotary table needs to be installed in each WS. However, due to the unique operating conditions of the MTP, existing market-available swivel rotary table designs are not suitable, and a tailor-made solution is needed. The collaborative design of such a swivel rotary table is the subject of the Teaching Factory pilot. The pilot was organized in five collaborative cycles, through which the students would interact with WZL/IPT engineers in order to advance their designs, following the design cycle of the particular industrial practice (Figure 4).
Fig. 4. The five cycles followed in the Teaching Factory pilot.
P. Stavropoulos et al. / Procedia Manufacturing 23 (2018) 123–128 P. Stavropoulos et al. / Procedia Manufacturing 00 (2017) 000–000
127
During the first session, the real-life industrial problem was presented to both student teams, in an interactive session including a remote video connection with the production facility so that the students could comprehend the concept, operation and challenges involved. In addition, various design considerations were discussed between the experts and the student teams. The second cycle, focused on the definition of the design specifications based on the prerequisites defined in the first cycle. Specifications were common for both teams and were used throughout the design process, and are presented in Table 1. Table 1. Analysis and design requirements for the pilot case component
Modal 1 Eigenfrequency above 30 Hz
Thermo-elastic Vertical thermal gradient 1o K/m
No Eigenfrequencies between 150-250 Hz
Swivel weight as boundary condition
Machine bed 1,5 m (+ swivel)
Dynamic compliance < 0,1 μm
st
Analysis Prerequisites
Design Prerequisites
Swivel stiffness Bearing A- axial stiffness: 1500 N/μm radial : 250 N/μm tilting : 10e8 Nm/rad Bearing B- axial stiffness: 1000 N/μm radial : 500 N/μm Static compliance
