Simulation-based evaluation of assemblability for machine parts

Author(s):  
H. Hiraoka ◽  
Y. Takahashi ◽  
M. Ito
2015 ◽  
Vol 11 (7) ◽  
pp. 51
Author(s):  
Zhihua Yuan ◽  
Jipeng Wang ◽  
Xiaolong Kong ◽  
Yuhui Hu

The structure of five axis machine tool is complex and expensive, especially in the processing of complex and sophisticated parts. It is prone to produce the phenomenon of overcutting or undercutting between the machine parts and the knives or the machine tool , which will cause serious damage or even grievous scrap on the machine tool . With the help of VERICUT 7.0 Simulation of NC machine tool, you can modify and optimize the NC program code, shortening the real processing time required and improving the economic benefit of the company remarkably.


2006 ◽  
Vol 10 ◽  
pp. 111-120 ◽  
Author(s):  
Eduard Ungemach ◽  
Sven Odendahl ◽  
Marc Stautner ◽  
Jörn Mehnen

Lightweight structures are an important element in today’s production industry. For the multi-axis milling of these structures some aspects have to be considered to achieve a good surface quality and to prevent damaging the milling machine during the machining process. In this article methods to determine suitable feed rates for the milling process, to identify parts of the workpiece with too much heat build-up, and to avoid collisions between workpiece and machine parts are presented. For this purpose a milling simulation based on a multi-dexel field workpiece model has been developed, in which two types of feed rate adaptation have been integrated. Work on a built-in temperature development simulation and collision control is in progress.


2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.


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