WORKFORCE DEVELOPMENT
Points are scored based on aggression and destruction of the other robot. Most robots have a 3–4 lb front weapon that rotates from 3000 to 8000 RPM. While this is one of many projects that the students are
involved in, the robot is the best hands-on application of engineering/manufacturing principles. The students use CAD modeling software to design these robots and manu- facture the parts on the manual mill. CNC is used to machine parts that are too difficult for the manual machines. We have a very compatible CAD/CAM system that allows the students to ef- ficiently transfer from CAD models to CAM for the manufacture of the part. They learn about systematic design processes, tolerances and fits, dimensioning practices, manufacturing processes, strength of materials, and many other physics principles. For instance, the students are required to review the
Students also learn about sensor technology and Pro-
grammable Logic Controllers (PLCs) through programming parts feeders used in material handling and performing ex- ercises on training boards that include electro-pneumatics (cylinders, valves, limit switches etc.). They learn ladder logic programming and automation and control tech- niques. Utilizing VEX Engineering kits, the students also
“WE HAVE STARTED AN UNMANNED AERIAL SYSTEMS (UAS) PROGRAM WHERE STUDENTS DESIGN AND EXPERIENCE ADDITIVE BUILD PROCESSES TO DEVELOP PERIPHERAL DEVICES USED ON THE UAS.”
robots’ motor specifications and based on its torque, calculate the tangential force of the wheels or pushing power of the robot. They are currently exploring ways to capture the impact force of the rotating weapon. The students design the circuitry of the robot, learning about parallel and series circuits. If time constraints or lack of process capability prevents the students from manu- facturing parts, the students will actively participate in outsourcing of the parts. As with any project, things don’t always go smoothly, so
the students learn valuable problem-solving skills through systematic testing and analysis. They also learn about the cost impact of tolerances. Based on the students’ desig- nated tolerances, they look at the processes required to manufacture parts and the cost impact that the process has on the part. They look closely at form, fit and func- tion so they can accurately tolerance a part to achieve a targeted cost. Just as important as the technical aspects of the project, the students are on teams. They learn the importance of teamwork and how to interact with oth- ers to achieve a common goal. Ultimately, our students have been very successful, taking first place several times throughout the last seven years. A smaller yet beneficial activity that the students
participate in is designing and building a small tabletop catapult. This allows the students to further their knowl- edge of design, machine tool processes, and physics. Once the catapult is manufactured, students video the trajectory of the projectile and calculate various physics components utilizing the kinematics motion formulas.
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perform structured programming activities using RobotC, a hybrid C+ language to program determined tasks. This is a valuable activity that enhances a student’s logical think- ing through programming and mechanical assembly that is entirely designed by the students. 3D printing has become a major component of Center-
ville’s engineering program. We have started an Unmanned Aerial Systems (UAS) program where students design and experience additive build processes to develop periph- eral devices used on the UAS, such as propeller guards, modular connectivity for cameras and picking devices, and supports for the UAS. We currently have students design- ing the complete UAS frame components to be 3D printed and assembled. The next step in this endeavor is to define applications where the UAS can be useful such as traffic flow studies, overhead coverage of football practices, roof- top visuals of HVAC systems, etc. These will be limited to school applications for now, due to FAA regulations. Not only do the students acquire practical application in
the classroom, they also participate in job shadowing during their senior year at various companies in the Dayton/Cincin- nati area. During a two-week period, they will visit at least three companies and sit with an engineer or manufacturing- support person. Adding to the job shadowing activities, we have placed a couple of students in a local robotics manu- facturer three days a week as interns. Our objective is to get all seniors placed in some kind of an internship every year as part of the Engineering program, allowing students to work 12–15 hours/week for a semester. Several companies through- out the area have expressed an interest in participating. In summary, Centerville’s engineering program offers a
practical approach to learning engineering fundamentals. This better prepares the student to be a solid and more effective problem solver in college and in a future engineering career.
Spring 2016
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