Presentation is loading. Please wait.

Presentation is loading. Please wait.

NAMIG [Northern Advanced Manufacturing Industry Group] Inc C2C Auto Projects 1.

Similar presentations


Presentation on theme: "NAMIG [Northern Advanced Manufacturing Industry Group] Inc C2C Auto Projects 1."— Presentation transcript:

1 NAMIG [Northern Advanced Manufacturing Industry Group] Inc C2C Auto Projects 1

2 Project Manager for Automotive and Industry Engagement, NAMIG Educated at Elizabeth Boys Technical High School and Gawler High School Joined GM Holden as an apprentice Fitter and Turner in 1967 Completed a Bachelor of Technology in Mechanical Engineering at South Australian Institute of Technology (now University of South Australia) Completed a Graduate Diploma in Recreation at the South Australian College of Advanced Education GM Holden Career Highlights Overseas study for 12 months at the GM Institute Flint, Michigan Apprentice Training Manager for the Elizabeth Plant Plant and Equipment Engineer for Hardware, Plastics and Central Services Production Manager for Press Shop responsible for the facilities upgrade and introduction of lean manufacturing into all areas of production, materials and maintenance Manager Manufacturing Engineering for Press and Body Shop, Paint Shop, Plastics and General Vehicle Assembly New Model Launch Manager responsible for the introduction of VE Ute, VE Sportwagon, Pontiac G8 program for North America, luxury vehicle for GM Daewoo and 3 annual vehicle upgrade programs Project Manager for Automotive and Industry Engagement, NAMIG Educated at Elizabeth Boys Technical High School and Gawler High School Joined GM Holden as an apprentice Fitter and Turner in 1967 Completed a Bachelor of Technology in Mechanical Engineering at South Australian Institute of Technology (now University of South Australia) Completed a Graduate Diploma in Recreation at the South Australian College of Advanced Education GM Holden Career Highlights Overseas study for 12 months at the GM Institute Flint, Michigan Apprentice Training Manager for the Elizabeth Plant Plant and Equipment Engineer for Hardware, Plastics and Central Services Production Manager for Press Shop responsible for the facilities upgrade and introduction of lean manufacturing into all areas of production, materials and maintenance Manager Manufacturing Engineering for Press and Body Shop, Paint Shop, Plastics and General Vehicle Assembly New Model Launch Manager responsible for the introduction of VE Ute, VE Sportwagon, Pontiac G8 program for North America, luxury vehicle for GM Daewoo and 3 annual vehicle upgrade programs Ron Stevens 2

3 Year 6-7 Sow the Seeds Year 6-7 Sow the Seeds Year 9-11 Apply the Learnings Year 9-11 Apply the Learnings Year 12 Evaluate Learning Year 12 Evaluate Learning Development Cycle Approval Industry Buy-in Approval Industry Buy-in Employment Readiness & Awareness 3

4 Scalextric4Schools – Cruze Assembly Challenge Competition NAMIG PBL Project - TBD NAMIG Year 7 Project Uni SA Projects CO2 Dragster / F1 in Schools Solar Challenge Pedal Prix Year 11 Year 12 Year 7 / 8 Year 9 / 10TAFE / Uni VET Auto Pathway for NAMIG Sponsored Projects and Linkages to Complementary Projects Formula SAE Trade Qualification NAMIG Vet Auto Project Scalextric4Schools – Volt Eco Challenge Competition NAMIG Automotive Pathway Projects NAMIG Year 8 Cruze Build 4

5 Overall Program Development Summary Four established competitions run in the US and UK. F3 Challenge (known as the Cruze Build Challenge and the Cruze Assembly Challenge in Australia) ECO Formula (known as the Volt Eco Challenge in Australia) Speed Controller - option available if school has a need. Blood hound land speed record - considered too difficult to deliver logistically as it is run over a 100m long track. Overall Program Content Year 7/8 – Students design and build a basic vehicle. A powered kit can be added as an extension. Year 8 – Compete in Cruze Build Challenge Assemble of the supplied vehicle kit Finish vehicles with team theme, judging will be on overall quality and appearance Compete in Expo challenge. Year 9/10 – Compete in Holden Cruze Assembly Challenge Develop and optimise the assembly of the supplied vehicle kit Develop and design assembly aids and tools using CAD techniques and manufacture them using 3D printer or other CAM equipment Submit project report Compete in Expo challenge. Year 10/12 – Compete in Holden Volt Eco Challenge A Volt vehicle kit is supplied as a start point for analysis but students are strongly encouraged to develop and optimise their own vehicle Successful teams will design a vehicle that will carry a payload over the greater distance (laps) using the minimum energy Submit a technical report Conduct an oral presentation Compete in Expo challenge All details are included in the relevant sections Overall Program Development Summary Four established competitions run in the US and UK. F3 Challenge (known as the Cruze Build Challenge and the Cruze Assembly Challenge in Australia) ECO Formula (known as the Volt Eco Challenge in Australia) Speed Controller - option available if school has a need. Blood hound land speed record - considered too difficult to deliver logistically as it is run over a 100m long track. Overall Program Content Year 7/8 – Students design and build a basic vehicle. A powered kit can be added as an extension. Year 8 – Compete in Cruze Build Challenge Assemble of the supplied vehicle kit Finish vehicles with team theme, judging will be on overall quality and appearance Compete in Expo challenge. Year 9/10 – Compete in Holden Cruze Assembly Challenge Develop and optimise the assembly of the supplied vehicle kit Develop and design assembly aids and tools using CAD techniques and manufacture them using 3D printer or other CAM equipment Submit project report Compete in Expo challenge. Year 10/12 – Compete in Holden Volt Eco Challenge A Volt vehicle kit is supplied as a start point for analysis but students are strongly encouraged to develop and optimise their own vehicle Successful teams will design a vehicle that will carry a payload over the greater distance (laps) using the minimum energy Submit a technical report Conduct an oral presentation Compete in Expo challenge All details are included in the relevant sections 5

6 Scalextric4Schools PTC Support PTC are the global sponsor of the Scalextric4Schools competitions. As an encouragement for students to participate in Scalextric4Schools, each participating team that registers on the Scalextric4Schools website (http://www.scalextric4schools.org/) will be granted a single seat licence for their Pro Engineer CAD software. The CAD package is the student edition.http://www.scalextric4schools.org/ Teachers that sign up for 12 hours of Pro Engineer training will receive a 300 seat licence for the Pro Engineer CAD software that is to be used by fellow teachers and students. The software is upgradable for life. The cost of the training is covered as part of the NAMIG sponsorship for schools participating in C2C programmes. Scalextric4Schools PTC Support PTC are the global sponsor of the Scalextric4Schools competitions. As an encouragement for students to participate in Scalextric4Schools, each participating team that registers on the Scalextric4Schools website (http://www.scalextric4schools.org/) will be granted a single seat licence for their Pro Engineer CAD software. The CAD package is the student edition.http://www.scalextric4schools.org/ Teachers that sign up for 12 hours of Pro Engineer training will receive a 300 seat licence for the Pro Engineer CAD software that is to be used by fellow teachers and students. The software is upgradable for life. The cost of the training is covered as part of the NAMIG sponsorship for schools participating in C2C programmes. 6

7 Industry Support Holden Students participating in the program and representing their school at the Expo may be able to take the opportunity to tour the Holden Elizabeth plant. Holden Co-op (undergraduate students) students will assist schools with technical support and assist with conducting the NAMIG Expo Sonnex Engineering Teams representing their school will be provided an opportunity to have a revised chassis laser cut. CAD information will have to be provided in DXF format and approved by competition technical director – Ron Stevens Uni SA Students participating in this program and other C2C programmes will be invited to tour the Uni SA Mawson Lakes Campus, this will include where possible Tour of the facilities Psychometric testing to determine potential career path direction with results provided to students, valuable input to their PLP. Question/answer sessions on opportunities available at Uni SA Expo Representatives of all industry groups will assist in preparation, assessment and judging at the Expo in November of each year. NAMIG Staff will conduct teacher PD as requested and specific teacher class support if requested. Lean Manufacturing Workshops available to schools upon request. Industry Support Holden Students participating in the program and representing their school at the Expo may be able to take the opportunity to tour the Holden Elizabeth plant. Holden Co-op (undergraduate students) students will assist schools with technical support and assist with conducting the NAMIG Expo Sonnex Engineering Teams representing their school will be provided an opportunity to have a revised chassis laser cut. CAD information will have to be provided in DXF format and approved by competition technical director – Ron Stevens Uni SA Students participating in this program and other C2C programmes will be invited to tour the Uni SA Mawson Lakes Campus, this will include where possible Tour of the facilities Psychometric testing to determine potential career path direction with results provided to students, valuable input to their PLP. Question/answer sessions on opportunities available at Uni SA Expo Representatives of all industry groups will assist in preparation, assessment and judging at the Expo in November of each year. NAMIG Staff will conduct teacher PD as requested and specific teacher class support if requested. Lean Manufacturing Workshops available to schools upon request. 7

8 Contents Year 7/8 Project Year 8 Project Year 9 to 10 Project Year 10 to 12 Project Research Project Build Instructions Photos and Build References 8

9 Rationale Tailored to fit into the requirements of year 7/8 science and technology curriculums Intended to be delivered to all students, not an extension programme. Exposure to the design/test/manufacture and marketing of a vehicle. Intended Outcome for Student Introduction to a Production Line Process. Linking of a Fun Activity to the Automotive Industry. Project Description Commences with either a tour of Birdwood Museum (including their productivity work shop) and/or watching the “Steel to Road DVD” Supplemented by industry tour if available. Rationale Tailored to fit into the requirements of year 7/8 science and technology curriculums Intended to be delivered to all students, not an extension programme. Exposure to the design/test/manufacture and marketing of a vehicle. Intended Outcome for Student Introduction to a Production Line Process. Linking of a Fun Activity to the Automotive Industry. Project Description Commences with either a tour of Birdwood Museum (including their productivity work shop) and/or watching the “Steel to Road DVD” Supplemented by industry tour if available. Year 7 / 8 9

10 Student Activity Sketch a design for a car that they have either seen at Birdwood or from their experience/imagination. Construct a chassis to a supplied plan that meets the proportions required for their design. (Chassis design was tested at St Pauls college during 2010) Design and build a prototype body to fit onto their chassis out of paper or cardboard.  to make sure it will fit onto their chassis.  Identify how to attach to their chassis.  Identify where the body needs stiffening. Construct final body out of corflute/cardboard  Paint as per the original sketch.  Attach to Chassis. As an extension to the programme, a motor/gearbox/battery pack has been identified that can be added to the chassis in order to motorise the final product.  Costs approx $15 per student.  Needs assembly but is not considered too complex for year level.  Requires modification of original chassis design to incorporate the motor, which is achievable but needs some thought to achieve. Student Activity Sketch a design for a car that they have either seen at Birdwood or from their experience/imagination. Construct a chassis to a supplied plan that meets the proportions required for their design. (Chassis design was tested at St Pauls college during 2010) Design and build a prototype body to fit onto their chassis out of paper or cardboard.  to make sure it will fit onto their chassis.  Identify how to attach to their chassis.  Identify where the body needs stiffening. Construct final body out of corflute/cardboard  Paint as per the original sketch.  Attach to Chassis. As an extension to the programme, a motor/gearbox/battery pack has been identified that can be added to the chassis in order to motorise the final product.  Costs approx $15 per student.  Needs assembly but is not considered too complex for year level.  Requires modification of original chassis design to incorporate the motor, which is achievable but needs some thought to achieve. Year 7 / 8 Year 7 / 8 10

11 Steel to Road DVD Year 7 / 8 11

12 Holden Cruze Build Challenge Successfully build and decorate a supplied Holden Cruze vehicle kit. Skills developed by participation in the project: Individual technical skill enhancement (Trade level, orientation) Problem solving Design Documentation Project was successfully piloted in 2011 in 10 schools in the South Australian northern and western suburbs and the feedback and learnings from the pilot have been incorporated into this updated document. Recommended pre requisites Tour of Birdwood Museum including their productivity work shop Watching the “Steel to Road DVD” Completion of C2C LMW(Lean Manufacturing Workshop) program Project Description Assembly of Holden Cruze vehicle from a supplied kit that includes:  Laser cut steel chassis component sheet  Scalextric component pack  Wiring and fasteners  Vacuum formed Cruze body shell Team consists of 5 team members with one member assigned the Team Leader role. Holden Cruze Build Challenge Successfully build and decorate a supplied Holden Cruze vehicle kit. Skills developed by participation in the project: Individual technical skill enhancement (Trade level, orientation) Problem solving Design Documentation Project was successfully piloted in 2011 in 10 schools in the South Australian northern and western suburbs and the feedback and learnings from the pilot have been incorporated into this updated document. Recommended pre requisites Tour of Birdwood Museum including their productivity work shop Watching the “Steel to Road DVD” Completion of C2C LMW(Lean Manufacturing Workshop) program Project Description Assembly of Holden Cruze vehicle from a supplied kit that includes:  Laser cut steel chassis component sheet  Scalextric component pack  Wiring and fasteners  Vacuum formed Cruze body shell Team consists of 5 team members with one member assigned the Team Leader role. Year 8 12

13 Student Activity Key activities involved are:  Remove chassis and dress (file) edges for safety and fitment accuracy  Assemble chassis components as a quality check and to ensure filing has removed burrs to allow correct assembly  Assemble front axle, tyres and rims sub assembly  Assemble gear on rear axle and attach tyres/rims  Assemble pinion gear to motor  Assemble pick up assemblies, attach wires and pick up mount  Assemble powertrain module chassis components and motor sub assembly  Pick up sub assembly  Solder wires from pick up assembly to motor Complete vehicle under body assembly  Power train module  Front axle assembly  Rear axle assembly  Floor pan Complete full vehicle assembly  Trim body shell  Develop attachment method of body to vehicle chassis  Paint and decorate body shell  Add sponsor, C2C and school logos Detailed build instructions and photographs are included in the Appendix Provide two page project report to C2C Student Activity Key activities involved are:  Remove chassis and dress (file) edges for safety and fitment accuracy  Assemble chassis components as a quality check and to ensure filing has removed burrs to allow correct assembly  Assemble front axle, tyres and rims sub assembly  Assemble gear on rear axle and attach tyres/rims  Assemble pinion gear to motor  Assemble pick up assemblies, attach wires and pick up mount  Assemble powertrain module chassis components and motor sub assembly  Pick up sub assembly  Solder wires from pick up assembly to motor Complete vehicle under body assembly  Power train module  Front axle assembly  Rear axle assembly  Floor pan Complete full vehicle assembly  Trim body shell  Develop attachment method of body to vehicle chassis  Paint and decorate body shell  Add sponsor, C2C and school logos Detailed build instructions and photographs are included in the Appendix Provide two page project report to C2C Year 8 13

14 Project Assessment: EXPO Challenge  Completion of 10 laps of the build track by each team member  Completion of 20 laps by the team leader in the team vehicle.  Presentation of 4 team members’ completed vehicles plus the team vehicle: ⁻Team theme across all 5 vehicles ⁻Appearance, originality and finish  Teams will be timed to complete the total of 60 laps with points awarded from fastest with a maximum of 10 points to slowest with 1 point  Team dynamics will be observed during team involvement in Expo event  Teams will be judged on the visual presentation of their project at the Expo, how well it is presented and how it explains the project journey and outcomes. Project Assessment: EXPO Challenge  Completion of 10 laps of the build track by each team member  Completion of 20 laps by the team leader in the team vehicle.  Presentation of 4 team members’ completed vehicles plus the team vehicle: ⁻Team theme across all 5 vehicles ⁻Appearance, originality and finish  Teams will be timed to complete the total of 60 laps with points awarded from fastest with a maximum of 10 points to slowest with 1 point  Team dynamics will be observed during team involvement in Expo event  Teams will be judged on the visual presentation of their project at the Expo, how well it is presented and how it explains the project journey and outcomes. Year 8 14

15 Year 8 15

16 Holden Cruze Assembly Challenge Established and successful project model in the UK and US. Scalextric4Schools - NAMIG has developed and trialled a pilot program and tuned it to suit Australian requirements – input welcome. Clear guidelines and competition rules are in place. Positive feedback has been received from the SA Technical Teachers Association and the schools/teachers and students involved in the 2011/12 pilot program. Skills Developed by Participation in project: Project Management Skills Teamwork Presentation Skills – Verbal supported by YouTube or PowerPoint Documentation Problem Solving Organisational Design CAD/CAM computer design and manufacture Benefit to Industry Awareness of industry opportunities Practical learning that develops employment readiness Encouragement to pursue technical education – University and TAFE. Potential to promote Industry Sponsors via association with projects. Pre-requisites A tour of Birdwood Museum including completion of the productivity workshop Watching the “Steel to Road” DVD Completion of the C2C LMW program Tour of a manufacturing facility Holden Cruze Assembly Challenge Established and successful project model in the UK and US. Scalextric4Schools - NAMIG has developed and trialled a pilot program and tuned it to suit Australian requirements – input welcome. Clear guidelines and competition rules are in place. Positive feedback has been received from the SA Technical Teachers Association and the schools/teachers and students involved in the 2011/12 pilot program. Skills Developed by Participation in project: Project Management Skills Teamwork Presentation Skills – Verbal supported by YouTube or PowerPoint Documentation Problem Solving Organisational Design CAD/CAM computer design and manufacture Benefit to Industry Awareness of industry opportunities Practical learning that develops employment readiness Encouragement to pursue technical education – University and TAFE. Potential to promote Industry Sponsors via association with projects. Pre-requisites A tour of Birdwood Museum including completion of the productivity workshop Watching the “Steel to Road” DVD Completion of the C2C LMW program Tour of a manufacturing facility Year 9 to 10 16

17 Cruze Challenge – Australian Specific Rules Assembly/disasembly and race competition using a supplied Chassis, Component Pack and Body.  This approach is intended to introduce Scalextric4Schools into the school environment and has been updated with pilot learning and student and teacher feedback The race to be conducted on standard Scalextric track layout that is supplied to participating schools and used at the Expo. Focus is on the assembly process required to assemble the race car in the most efficient manner and then disassemble/reassemble it by each team during the Expo competition. (The vehicle will start and finish disassembled). The competition uses automotive/manufacturing industry specific requirements that students will be able to recognise during a tour of modern manufacturing plant which forms part of participation in the programme. Cruze Challenge – Australian Specific Rules Assembly/disasembly and race competition using a supplied Chassis, Component Pack and Body.  This approach is intended to introduce Scalextric4Schools into the school environment and has been updated with pilot learning and student and teacher feedback The race to be conducted on standard Scalextric track layout that is supplied to participating schools and used at the Expo. Focus is on the assembly process required to assemble the race car in the most efficient manner and then disassemble/reassemble it by each team during the Expo competition. (The vehicle will start and finish disassembled). The competition uses automotive/manufacturing industry specific requirements that students will be able to recognise during a tour of modern manufacturing plant which forms part of participation in the programme. Year 9 to 10 17

18 Cruze Challenge – Australian Specific Rules cont/d The competition rules require the submission of: Progress report: ⁻Updated copy of project management report and action recovery plan. ⁻1-2 page summary of progress Technical report detailing the following: ⁻Team information and process/activities/roles undertaken during the project ⁻Development and documentation of assembly/disassembly process. ⁻Project management. ⁻Identification, design and manufacture of assembly aids and tools. ⁻Problems identified, solutions developed, trialled and proven ⁻Performance at the Expo ⁻8 pages written/Word document Students are strongly encouraged to use CAD/CAM techniques to improve the performance of the vehicle to achieve the challenge objectives within the specified guidelines. Students are also required to supply CAD/CAM designs of any revisions made to the supplied chassis and any assembly aids that have been produced to aid in the assembly process. Cruze Challenge – Australian Specific Rules cont/d The competition rules require the submission of: Progress report: ⁻Updated copy of project management report and action recovery plan. ⁻1-2 page summary of progress Technical report detailing the following: ⁻Team information and process/activities/roles undertaken during the project ⁻Development and documentation of assembly/disassembly process. ⁻Project management. ⁻Identification, design and manufacture of assembly aids and tools. ⁻Problems identified, solutions developed, trialled and proven ⁻Performance at the Expo ⁻8 pages written/Word document Students are strongly encouraged to use CAD/CAM techniques to improve the performance of the vehicle to achieve the challenge objectives within the specified guidelines. Students are also required to supply CAD/CAM designs of any revisions made to the supplied chassis and any assembly aids that have been produced to aid in the assembly process. Year 9 to 10 18

19 Recommended Pre-requisite All individual students are encouraged to complete the build and assembly of the Holden Cruze vehicle kit (for details see section on Year 8 project description page) prior to commencing the Cruze assembly challenge. Project description: Form a team of 5 (students will be selected and given priority from those who have completed vehicle build in Year 8 and apply for selection) Team will work together to develop the:  Optimum assemble/disassemble process  Document the agreed method  Train all team members in the documented method  Optimise the driving method and train all team members Redesign Opportunities Scope of project (What can be changed and what is fixed) Front and rear axle sub assemblies must be used Power train module cannot be changed Floor can be modified or changed but has to maintain attachment to the powertrain module Body shell can be modified (holes etc) in the lower 15mm area of the body shell but must retain the overall appearance of the Cruze hatch vehicle. Attaching method of body shell to floor is open. Powertrain to floor pan fastening is open. Recommended Pre-requisite All individual students are encouraged to complete the build and assembly of the Holden Cruze vehicle kit (for details see section on Year 8 project description page) prior to commencing the Cruze assembly challenge. Project description: Form a team of 5 (students will be selected and given priority from those who have completed vehicle build in Year 8 and apply for selection) Team will work together to develop the:  Optimum assemble/disassemble process  Document the agreed method  Train all team members in the documented method  Optimise the driving method and train all team members Redesign Opportunities Scope of project (What can be changed and what is fixed) Front and rear axle sub assemblies must be used Power train module cannot be changed Floor can be modified or changed but has to maintain attachment to the powertrain module Body shell can be modified (holes etc) in the lower 15mm area of the body shell but must retain the overall appearance of the Cruze hatch vehicle. Attaching method of body shell to floor is open. Powertrain to floor pan fastening is open. Year 9 to 10 19

20 Expo Participation All team members to successfully assemble the vehicle, complete 10 laps and disassemble. Each team will be timed to complete the total of 50 laps with assembly/disassembly by each of the 5 team members. Points will be awarded from fastest at 10 points to the slowest at 1 point. Team dynamics during the Expo participation will be observed and assessed. Expo Participation All team members to successfully assemble the vehicle, complete 10 laps and disassemble. Each team will be timed to complete the total of 50 laps with assembly/disassembly by each of the 5 team members. Points will be awarded from fastest at 10 points to the slowest at 1 point. Team dynamics during the Expo participation will be observed and assessed. Year 9 to 10 20

21 Suggested classroom activities: 1. Team competition to build the team vehicle Once all individuals have completed the build of their own vehicle teams of 5 members are formed Teams allowed 30 minutes to assign tasks and develop plan to build car One team member selected to represent the team All teams compete to assemble and disassemble vehicle After competition teams brainstorm and document issues encountered in the assembly process. Teams share issues with others and group discussion on prioritising the issues Teams reform, make improvements and compete again 2. Teams given time to prioritise, develop, trial and evaluate solutions to the problems identified Develop assembly aids/jigs tools etc to assist with the process Develop the optimum method for assemble and disassemble and document 3. Competition for all 4 team members to assemble and disassemble the vehicle 4. Schools select a team to represent them at the Expo. Documentation: Teams will be required to submit a 8 page word document/written report that covers all items in their journey and covering the items in the assessment other than the Expo Report must contain documented assembly and disassembly process Teams can use DVD/YouTube media to enhance their presentation Suggested classroom activities: 1. Team competition to build the team vehicle Once all individuals have completed the build of their own vehicle teams of 5 members are formed Teams allowed 30 minutes to assign tasks and develop plan to build car One team member selected to represent the team All teams compete to assemble and disassemble vehicle After competition teams brainstorm and document issues encountered in the assembly process. Teams share issues with others and group discussion on prioritising the issues Teams reform, make improvements and compete again 2. Teams given time to prioritise, develop, trial and evaluate solutions to the problems identified Develop assembly aids/jigs tools etc to assist with the process Develop the optimum method for assemble and disassemble and document 3. Competition for all 4 team members to assemble and disassemble the vehicle 4. Schools select a team to represent them at the Expo. Documentation: Teams will be required to submit a 8 page word document/written report that covers all items in their journey and covering the items in the assessment other than the Expo Report must contain documented assembly and disassembly process Teams can use DVD/YouTube media to enhance their presentation Year 9 to 10 21

22 Year 9 to 10 22

23 Holden Cruze Assembly Challenge Timeline Year 9 to 10 Final Submissions of Assembly Process Final Technical Report 24 October Schools Select Teams NAMIG Expo 4 November Project Management Progress Report 29 August

24 Project description The competition is to design and manufacture a Scalextric car to be used in conjunction with specified Expo track, see appendix. Successful teams are required to design a vehicle that will carry a payload (removable) over the maximum number of full laps completed using the minimum energy as measured by the C2C provided “energy measuring unit” (EMU). Prior to the Expo 30 minutes track time will be available for teams to capture stored energy. Once the vehicle has completed the 30 minutes it will be impounded and given back to the teams at the Expo for their challenge run. The energy consumed will be recorded and added to the energy used in the challenge the following day. The intent is to do this the day prior to the Expo but final timing will be determined closer to the Expo date. The vehicle must complete 50 laps in the “power on” time at the Expo, otherwise it will incur penalty points (1 point for every 5 laps not achieved). To assist with capturing stored energy 3 options are available:  Electronic components can be attached to the exterior of the Volt body shell  A trailer can be towed behind the lead Volt vehicle  A new body shell can be developed but it must maintain the same attaching face to the floor pan and maintain appearance similar to the original Volt shape  Design requirements are expected to drive students to explore the inter relationships and balance between durability, performance, (weight, speed, distance) design constraints and energy efficiency.  To assist with the overall system efficiency the “hand controller” can be modified or redesigned but the purchase of a commercial unit is not allowed.  The optimum design would be the one where all the components can be contained within the original Volt body shell supplied – this would derive the maximum points for design. Project description The competition is to design and manufacture a Scalextric car to be used in conjunction with specified Expo track, see appendix. Successful teams are required to design a vehicle that will carry a payload (removable) over the maximum number of full laps completed using the minimum energy as measured by the C2C provided “energy measuring unit” (EMU). Prior to the Expo 30 minutes track time will be available for teams to capture stored energy. Once the vehicle has completed the 30 minutes it will be impounded and given back to the teams at the Expo for their challenge run. The energy consumed will be recorded and added to the energy used in the challenge the following day. The intent is to do this the day prior to the Expo but final timing will be determined closer to the Expo date. The vehicle must complete 50 laps in the “power on” time at the Expo, otherwise it will incur penalty points (1 point for every 5 laps not achieved). To assist with capturing stored energy 3 options are available:  Electronic components can be attached to the exterior of the Volt body shell  A trailer can be towed behind the lead Volt vehicle  A new body shell can be developed but it must maintain the same attaching face to the floor pan and maintain appearance similar to the original Volt shape  Design requirements are expected to drive students to explore the inter relationships and balance between durability, performance, (weight, speed, distance) design constraints and energy efficiency.  To assist with the overall system efficiency the “hand controller” can be modified or redesigned but the purchase of a commercial unit is not allowed.  The optimum design would be the one where all the components can be contained within the original Volt body shell supplied – this would derive the maximum points for design. Year 10 to 11 24

25 Volt Eco Challenge The winner of the Race portion of the competition is decided via the following formula Efficiency = (Load Carried x Distance Travelled) / Total Energy Used (Expo and pre-Expo activity) Note: Energy Used will be calculated by measuring both voltage and current used during the competition Schools will be provided with a purpose designed and built Energy measuring unity (EMU) that records, full laps completed, energy consumed and the mass carried (payload). The mass must be removable and will be weighed prior to undertaking the challenge and the amount in grams entered into the system to allow for automatic determination of the overall vehicle efficiency rating. The higher the rating the greater the efficiency of the vehicle. Pre Expo The energy used will be recorded using the EMU and added to the energy used at the Expo to give a total energy used. Expo Teams will be required to make an oral presentation to the assessment panel at the Expo. Presentation will take 10 minutes, involve all team members and explain to the judging panel how the team undertook the project, design considerations and analysis, issues identified and resolved, testing, documentation and lessons learned. Volt Eco Challenge The winner of the Race portion of the competition is decided via the following formula Efficiency = (Load Carried x Distance Travelled) / Total Energy Used (Expo and pre-Expo activity) Note: Energy Used will be calculated by measuring both voltage and current used during the competition Schools will be provided with a purpose designed and built Energy measuring unity (EMU) that records, full laps completed, energy consumed and the mass carried (payload). The mass must be removable and will be weighed prior to undertaking the challenge and the amount in grams entered into the system to allow for automatic determination of the overall vehicle efficiency rating. The higher the rating the greater the efficiency of the vehicle. Pre Expo The energy used will be recorded using the EMU and added to the energy used at the Expo to give a total energy used. Expo Teams will be required to make an oral presentation to the assessment panel at the Expo. Presentation will take 10 minutes, involve all team members and explain to the judging panel how the team undertook the project, design considerations and analysis, issues identified and resolved, testing, documentation and lessons learned. Year 10 to 11 25

26 Holden Volt Eco Challenge A Volt body and a chassis will be supplied that will accommodate a standard component back. If students use the components as supplied they will be able to compete but are unlikely to be successful without modification.  Supplied components are intended to provide a starting point for development.  The ability to redesign the chassis and have the changes laser cut will be made available to participating schools provided the changes are pre-approved by the Competition Technical Director (Ron Stevens) Designs are to be supplied to Sonnex Engineering in.DXF format. Only steel sheet materials can be accommodated. Pre-requisites  Completion of the requirements for the Holden Cruze Build Challenge (Year 8)  Participation in the Holden Cruze Assembly Challenge (Year 9 to 10) program is recommended. Holden Volt Eco Challenge A Volt body and a chassis will be supplied that will accommodate a standard component back. If students use the components as supplied they will be able to compete but are unlikely to be successful without modification.  Supplied components are intended to provide a starting point for development.  The ability to redesign the chassis and have the changes laser cut will be made available to participating schools provided the changes are pre-approved by the Competition Technical Director (Ron Stevens) Designs are to be supplied to Sonnex Engineering in.DXF format. Only steel sheet materials can be accommodated. Pre-requisites  Completion of the requirements for the Holden Cruze Build Challenge (Year 8)  Participation in the Holden Cruze Assembly Challenge (Year 9 to 10) program is recommended. Year 10 to 11 26

27 Holden Volt Eco Challenge Timeline Year 10 to 11 Vehicle impounded for Expo Start of Allocated time40 Minutes Teams Tune their vehicle 5 minutes of power to track Pre Expo Activity 30 minutes of power track 27

28 Holden Volt Eco Challenge Time Line Year 10 to 11 Vehicle will be stopped at the end of 15 minutes and all full laps completed will be counted Power Allocation ceases 5 minutes after the team pushes the start button. Vehicle can continue to move until the end of the 15 minutes of allocated time. Start of allocated time15 minutes Start of 5 minutes of Allocation of Power Supply is at teams discretion. (Team presses a button to start the allocation of power 5 minutes of power to track Expo Activity 28

29 Year 10 to 12 29

30 Holden Volt Eco Challenge Time line Year 10 to 11 NAMIG Expo 4 November 2014 Schools Select Teams Progress Report 29 August 30 Final Technical Report 24 October Project Management

31 Rationale Provision of an industry relevant topic that meets the requirements of the SACE Research Based Project. Provide contact with industry representatives and opportunity to resolve a real life issue Intended Outcome for Student Enhanced appreciation and awareness of opportunities available in Automotive Industry Exposure to Industry Standard tools and complexity. Puts a Face to the job of an engineer, explains some of the things an engineers does. Gets students into the real world of employment. Rationale Provision of an industry relevant topic that meets the requirements of the SACE Research Based Project. Provide contact with industry representatives and opportunity to resolve a real life issue Intended Outcome for Student Enhanced appreciation and awareness of opportunities available in Automotive Industry Exposure to Industry Standard tools and complexity. Puts a Face to the job of an engineer, explains some of the things an engineers does. Gets students into the real world of employment. Year 12 – Research Based Project – SACE Requirement. 31

32 Requirements which are required to be developed by end of term 3 NAMIG intend to leverage the local manufacturing companies to a portfolio of real life projects, suitable for year 12 students to develop a solution for with only minimal assistance. The intention is for a listing of these project to be made available to C2C participating schools and they are to be offered to year 12 students as potential topics for their SACE research project. Projects are to be issued to students on a first come first served basis The company who develops projects are to identify an employee who will act as the single point of contact for the student and to provide their primary information source. Rationale Providing real life projects to student as a topic for their year 12 research project is expected to provide relevance to many students. Exposure to industry and actively resolving a real life issue is expected to be of benefit to student looking for direction in their studies once year 12 is completed. Requirements which are required to be developed by end of term 3 NAMIG intend to leverage the local manufacturing companies to a portfolio of real life projects, suitable for year 12 students to develop a solution for with only minimal assistance. The intention is for a listing of these project to be made available to C2C participating schools and they are to be offered to year 12 students as potential topics for their SACE research project. Projects are to be issued to students on a first come first served basis The company who develops projects are to identify an employee who will act as the single point of contact for the student and to provide their primary information source. Rationale Providing real life projects to student as a topic for their year 12 research project is expected to provide relevance to many students. Exposure to industry and actively resolving a real life issue is expected to be of benefit to student looking for direction in their studies once year 12 is completed. Year 12 – Research Based Project – SACE Requirement. 32

33 Year 11 / 12 – Research Based Project – SACE Requirement for VET Students. Year 11 / 12 – Research Based Project – SACE Requirement for VET Students. Rationale Support VET students complete projects that meet the requirements of the SACE Research Based Project. Provides Real Life experience of an automotive engineer/technician. Research based on existing projects within the school allowing complexity of the project to be tailored to student requirements. St Patrick’s is currently developing projects that are based on the design and build of a Formula Vee racing chassis. Intended Outcome for Student Real Life experience with automotive research and practical application of the research findings. Reinforcement of the value of working as a team to solve a problem. Rationale Support VET students complete projects that meet the requirements of the SACE Research Based Project. Provides Real Life experience of an automotive engineer/technician. Research based on existing projects within the school allowing complexity of the project to be tailored to student requirements. St Patrick’s is currently developing projects that are based on the design and build of a Formula Vee racing chassis. Intended Outcome for Student Real Life experience with automotive research and practical application of the research findings. Reinforcement of the value of working as a team to solve a problem. 33


Download ppt "NAMIG [Northern Advanced Manufacturing Industry Group] Inc C2C Auto Projects 1."

Similar presentations


Ads by Google