developing teaching materials for practical work by

Journal of Engineering Education Research Vol.13, No.2, Special Edition 2010.5

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Developing Teaching Materials for Practical Work by Student Dismantling and Assembly using an All Terrain Vehicle

K. Tsukamoto*, T. Ueno*, K. Yamamoto**, Y. Ohbuchi***,†, H. Sakamoto***

Kagoshima National College of Technology*

Toyama National College of Technology**

Kumamoto University***

AbstractIt is necessary for lower grade students to study the correct usage of tools as a base of the technical education for

dismantling and assembling various machines. However, enough understanding has not been obtained though the usage ofthese tools when training first grade students. So, we started to develop a teaching text and materials within the students'practice curriculum based on the dismantling and assembly of all-terrain vehicle [ATV]'s, which is a very motivating for lowergrade students.

This practice makes the student learn both how to use the tools and the steering mechanism of cars through the dismantling and assembling of the ATV. It is possible to not only have the student learn about the knowledge obtained through the practice, but also they also acquire wider and deeper knowledge through making the text and teaching materialsfor the practice.

The textbook and secondary educational materials of this practice curriculum were created in cooperation with a fifth grade student as part of their graduation research. As a result, an effective teaching and learning text and secondary educational material regarding manufacturing practice could be developed from the student's point of view. Making a teachingtext and materials is effective for promoting the study and experience of engineering.

Keywords: Practical Work, Dismantling and Assembly, Vehicle

Received : December 4, 2009Revised : April 6, 2010Accepted : May 10, 2010† Corresponding author: [email protected]

Ⅰ. Introduction

Student's life style has changed drastically through development of IT or information technology. Re-placing the most mechanical functions with some electronic circuits, the time and work needed for the dismantling and assembling operation for maintenance and repair is reducing year by year. As most new students of technical colleges have not had the experience of dismantling and assembling machines, their interests for the mechanics of the machine are very low[1]. So, it is becoming a very important education problem to make these lower grade students understand the mechanism and mechanical behaviours of machine by the practical work.

So, the two following items are very important with regards to practical work for lower grade students

as an introduction to their engineering education. The first item is how to use the tools accurately for pra-ctical work. The second item is to give the student some experience of dismantling and assembling of a mechanical system before they proceed to manufacture mechanical parts. For these purposes, an ATV was introduced as the practice work for achieving these items.

The curriculum and material of practical work is usually made through cooperation with teachers and technical staff. In this paper, the authors have tried to develop the teaching materials as one of the graduation research themes[2][3]. The student in charge of de-veloping the text and education materials learned a lot of knowledge about the mechanism of steering and suspension through making them.

Ⅱ. Background and Purpose

1. The reason why ATV is the object of dis-

mantling and assembling


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<Table 1> Contents of practical work in the courseGrade Learning content

1st grade Lathe (Turning, Facing, Cut off ), Casting (Sand mold casting using Aluminum alloys),Open-die forging, Scribing,Tapping, Draw-filing, How to use the hand tools

2nd gradeLathe (Turning a taper by offsetting the tailstock, Drilling, Boring, Parting), Milling, Grinding, Hob cutting, Shell molding, Casting (Sand mold casting using cast iron), TIG welding, Gas cutting, Dismantling and assembling of ATV

3rd grade NC programming and machining center, Electrical discharge machining, Laser processing, Soft soldering, Measurement of thread and cutting surface, Design and making of products (Dustpan, Wagon, Toolbox, etc.)

The related subjects without practical work

1st grade Creative activities : Robot competitions to develop student's creativity

4th grade Laboratory work : Dismantling and assembling of diesel engine

[Fig. 1] Student’s work and Competition of Machine

<Table 1> shows practical work related to the implementation of this theme and content, which is carried out in the Mechanical Engineering course of our school. Students are not familiar with actual pro-ducts and systems until the third grade. Introduction

of the creative design subject was prepared. Students make their own robots and participate in a competition held within our school.

This subject comprises 15 weeks in total, and each class is 50 minutes long. [Fig. 1] shows the original robot made by a student, and a picture of our in- school competition. These robots are made with just a few tools, so they already have acquired the ability to do it.

2. The reason why the dismantling and assem-

bling of ATV was adopted for lower grade

practical work

It is important for students to have an experience of dismantling and assembling before they study the special subject of mechanical engineering. However students have no experience of making a machine until the third grade as shown in <Table 1>, although they had already made some mechanical parts in the lower grade as practical work. In our proposed sub-ject, they have experience of handling a lot of parts and components of dismantling and assembling the ATV system.

The ATV is consisted of many parts. Almost all these parts are made by the same way as learned in their previous practical work. Students can learn the basic techniques for making a system from their lower grade practical work. When dismantling and assembling the diesel engines in the fourth grade, students learn the components of a machine, but in this subject they can learn about the whole machine system and mechanism. This is an important practical subject for lower grade students.


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(a) Dismantling of ATV on practical work

(b) Parts after dismantled ATV

[Fig. 2] Dismantling and assembling

Students have to select the proper tools and use them correctly. If students break a part through the incorrect usage of tools or lose parts, they will soon realize that they will be unable to complete the assembling. Students obtain the knowledge and value of proper tool usage through this practical work.

3. Significance of collaboration with teacher

and students

The previous textbook and secondary education materials for practical work were originally made by technical staff with the teacher's support. Though the

textbook is important for students, the text for pra-ctical work did not reflect the students' view. So this time, the textbook and secondary education materials were made by higher-grade student.

Ⅲ. Education Material Made with Cooperative Work

1. Development of textbook as graduation thesis

theme

One of the graduation thesis themes is the four- wheeled vehicle control mechanism. One student selects this theme. The student proposed the following three subjects of the vehicle control mechanism.

(1) Front-wheel: Steering wheel mechanism of rack and pinion type

(2) Rear-wheel: Differential gear mechanism for rotational speed adjustment of right and left wheel

(3) Suspension MechanismThe present textbook was improved from the

student's point of view. Many color photographs were used and each photograph has a simple and com-prehensive working process explanation. A series of working processes was written on one page. The necessary tool and the required torque value at assembly work are also indicated. The length of this textbook is 16 pages. This textbook was lent to the students for the practical work period.

2. Development of secondary education material

In the development of secondary education material, the student's view was demonstrated in a greater way. Some of the secondary education material models are shown in [Fig. 3] (a) and (b), which are made to explain the difficult mechanism of steering and diffe-rential gears. [Fig. 3] (a) is a steering model made with LEGO blocks. It shows the structure of steering mechanism with a simplified and essential structure. [Fig. 3] (b) is a cut model of a miniature radio control car. It shows the mechanism of differential gear which is very similar to the real car.

[Fig. 4] shows the lecture view using a suspension link model which was made with plywood. In this Figure, technical staff teaches the link mechanics and the movement of that link depends on its length.


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(a) Steering system model

(b) Differential gear model

[Fig. 3] Education materials developed by student

These mechanisms are very difficult to explain by only using figures and photographs. So these secondary education materials improve understanding by the student about their structures and mechanisms.

Ⅳ. Conclusion

Advantages of this exercise are as follows;1. Students can learn how to use tools and under-

stand the steering mechanism of a car through the dismantling and assembling of an ATV.

2. A 16-page full color text-book was developed. This construction of text-book follows “one process in one page” and all pictures show an easy working procedure.

3. Secondary education materials with which the student can study the structure and mechanism of an

[Fig. 4] Lecture using developed material

ATV was developed.4. The teachers recognized the importance of

educational material development from the student's standpoint.

Reference

Keiichiro YAMAMOTO etc. (2007). A review of themes to enhance students' motivation in hands-on technical training courses, Journal of Education in the Colleges of Technology, pp.361-364

Kimihide TSUKAMOTO etc. (2007). A Study of Creative Engineering Education by Making Musical Instruments, Japanese Society for engineering education Annual Conference(in Japanese)(2007) pp.584-585

Kimihide TSUKAMOTO etc(2007). A Study of Creative Engineering Education by Making Musical Instruments (2nd Report) A Study of Product Evaluation, 2008 Japanese Society for engineering education Annual Conference(in Japanese) pp.530-531.


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The Author

Kimihide Tsukamotoreceived the Bachelor of Engineering degree from Kumamoto University in 1980, and the Ph.D degree from Kumamoto University in 2010. He had worked for NEC Kyushu Co., Ltd during 1980 to 1981, and for Kagoshima National College of Technology in 1981.

His current research focuses on developing practical work materials for Engineering Education, such as violin making using machining center and making a solar car for race.Phone : +81-995-42-9106Fax : +81-995-42-9106E-mail : [email protected]

Takayuki Uenograduated Kajiki Technical High School in 1991. He had worked for Kagoshima National College of Technology in 1992. His current research focuses on developing practical work materials for Engineering Education.

Phone : +81-995-42-9027Fax : +81-995-42-9024E-mail : [email protected]

Keiichiro Yamamotoreceived the Bachelor of Mercantile Marine degree from Tokyo University of Mercantile Marine in 1993, received the Materials Science Master degree from Japan Advanced Institute of Science and Technology in 1995, and the Ph.D. degree from Engineering from Kanazawa University in 1999.

He had worked for HORIBA STEC Incorporated during 1994 to 1999, Toyama National College of Maritime Technology during 1999 to 2006, Kagoshima National College of Technology during 2006 to 2008, and for Toyama National College of Technology from 2008. His current research focuses on precision processing, precision polish, and quality engineering.Phone : +81-766-86-5232Fax : +81-766-86-5232E-mail : [email protected]

Yoshifumi Ohbuchireceived the Bachelor of Engineering degree from Kumamoto University in 1983, received the Master degree of Engineering from Kumamoto University in 1985, and the Ph.D degree from Tokyo Institute of Technology in 2002. He had worked for Kumamoto University during 1985 to 2003, for Fukuoka Institute of Technology

during 2003 to 2005, and for Kumamoto University in 2005. Interesting Research Area : Engineering Education, Creative Engineering and Design, Succession Methods of Traditional Craftsmanship and Skill, Metal cutting and grinding simulation. Phone : +81-96-342-3732Fax : +81-96-342-3729E-mail : [email protected]

Hidetoshi Sakamotoreceived the Bachelor of Engineering degree from Kumamoto University in 1975, received the Science Master degree from Kumamoto University in 1977, and the Dr. Eng degree from Kyushu University, Japan in 1990.He had worked for Tokyo Shibaura Electric Co. Ltd., during 1977 to 1982, and for Kumamoto

University in 1982. His current research focuses on High speed fracture mechanics, Deformation analysis by thermography, Optimize design by Web remote CAE, Development of biomechanics sensor and Engineering education. Phone : +81-96-342-3735Fax : +81-96-342-3729E-mail : [email protected]

developing teaching materials for practical work by

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