模具中英文翻譯

1、-作者xxxx-日期xxxx模具中英文翻譯【精品文檔】數(shù)控加工注塑模具板 許多機械工程師在他大學畢業(yè)后加入了需要計算機數(shù)學控制（數(shù)控）的加工和設(shè)計部門，可是沒有多少畢業(yè)生現(xiàn)成的使用CNC機械生產(chǎn)復雜的CNC部件。如果學生們對數(shù)控編程、夾具、數(shù)控機床進行更加熟悉，在設(shè)計階段我們可以避免許多制造難度和節(jié)約成本。為了解決這個問題，CNC加工過程開發(fā)出來。這個設(shè)計需要學生為了興趣去設(shè)計和制造注塑模具。這個設(shè)計是一個獨特加工結(jié)構(gòu)。在工業(yè)中為注塑模具而設(shè)計時，我們選擇的注塑造型非常流行，許多有趣的設(shè)計所包含的內(nèi)容被超越。這個工作展示了一個教授電腦輔助繪圖，創(chuàng)新的結(jié)構(gòu)化小團體，為了獲得更好的部分生產(chǎn)設(shè)計，這

2、個團體教授所需要的設(shè)計技工了。 問題 教你如何最好的學生設(shè)計的必要技能創(chuàng)建復雜的計算機數(shù)字控制（CNC）部分？圖1、使用，MILLTRONICS RW12（右數(shù)控軋機）與MILLTRONICS（左后方） 引言數(shù)控軋機，圖1，是一個非一般的生產(chǎn)工具，但是，一些機械工程畢業(yè)生獲得這些經(jīng)驗的機器。建設(shè)數(shù)控一部分給學生的機會了解重要的設(shè)計約束數(shù)控制造業(yè)，然后使它們更好地設(shè)計數(shù)控零件。為了教數(shù)控設(shè)計技能，建立了一個具有挑戰(zhàn)性的數(shù)控加工項目要求學生挑選一個獨特的部分生產(chǎn)用注塑成型。學生開始使用兩個6“6 1”，“鋁板注塑模具制造板塊。板塊的興建，以適應(yīng)小生產(chǎn)，注塑成型機，這對于課程設(shè)計，圖2中使用。圍繞學

3、生工作限制，例如壁厚，起草角度，分型線，數(shù)控機床等可為比注塑模具制造更多使用，為了學習必要的技能，以完成最后項目，學生完成了許多較小的項目努力實現(xiàn)的總體目標。為了讓課程更多的結(jié)構(gòu)分為六個主題。這六個主題是：手動車床手動磨電腦輔助繪圖用SolidEdge的快速原型設(shè)計變更FastCam軟件簡單數(shù)控項目CamWorks軟件更復雜數(shù)控零件圖2：注塑機手動車床為了讓學生積極參與機械車間，學生完成一個小項目使用手動車床。該項目的選擇是手動車床圍繞建立一個習慣部分，將在以后的課程。第二天的課，學生有唯一一個車床零件圖，他們必須建立。如圖4。學生進入了不同的加工過程背景，于是開始是手工加工，要建立一個基本的

4、加工原則。安全是始終強調(diào)在學習加工技能。該車床部分的大小，使其成為一個適合模具板使撲克籌碼。學生們將一個設(shè)計到雕刻該車床的空白，才將籌碼模具它。該撲克芯片設(shè)計的第一個項目竣工使用CamWorks，這將是在這節(jié)中討論。后車床項目，但仍然在該課程的第一周，學生學習使用手冊廠。該手冊是一廠重要的出發(fā)點前的學生嘗試使用數(shù)控銑床。該手冊廠提供學生有機會獲得更多反饋比數(shù)控加工。它給學生一個機會聽加工的錯誤，并認為需要削減的力量在這種情況下材料（鋁）。手工加工提供更多反饋錯誤發(fā)生之前，因此，最好學習主題之前，移動基本銑磨使用手冊在數(shù)控銑床。第一年的課程開辦，學生有一個鉛筆持有人，他們切斷尺寸圖紙一個鋁塊，如

5、圖5。圖3：并行學習邁向塑料注射方法圖4：手動車床項目 - 撲克芯片為空圖5：手動軋機項目 - 筆筒該筆筒項目運作良好，對教學的基本手工加工技能，但它不是一個非常有用的一部分。鋁陽極氧化的學生給它的顏色，但鉛筆持有人往往丟棄后不久，該課程。第二年的課程講授，手冊銑床項目改為一個相框項目。改變項目Thegoal是給學生一個組成部分他們將要保留。學生更加努力地工作和學習如果能為他們的項目是令人興奮的，他們獲得投資希望他們的項目在轉(zhuǎn)好。快速原型的零件清楚地表明他們的學生可能會選擇進行設(shè)計更改。常常有許多意想不到的設(shè)計，一所做的更改結(jié)果演習。這些變化顯著改善該學生素質(zhì)和教學設(shè)計的一部分學生寶貴的設(shè)計經(jīng)

6、驗。一些快速成型零件見圖9。當學生完成了該手冊銑床鋁框，鋁框被氧化。后獲得氧化藍色，信是用一個雕刻品尼高激光雕刻機，它刪除了陽極氧化著色層。用SolidEdge的計算機輔助設(shè)計為了使用一個數(shù)控銑床學生首先需要學習如何使用1電腦輔助繪圖（計算機輔助設(shè)計）封裝。學生們經(jīng)驗的起草工作，但很少有經(jīng)驗SolidEdge的。經(jīng)過幾年的教學講座，學生的學習SolidEdge的，并開始使一個CAD繪圖過程預計的注塑成型件，圖7。完成后各部分積極，學生創(chuàng)造的在SolidEdge的模具板。圖6：手冊修訂軋機項目 - 相框圖7：學生CAD設(shè)計期末報告（所有項目都成功完成）圖8：例子中的快速成型過程中所作的部件 FA

7、STCAM數(shù)控軟件 對加工過程跟蹤，教授學生使用數(shù)控編程模式會話。該Milltronics公司（該玫瑰哈爾曼數(shù)控品牌機）使用一個程序要求conversationalprogramming FastCam。雖然不一定是FastCa所有數(shù)控制造商使用的，幾乎所有的數(shù)控機床有一些互動式，對話式編程排序模式，可以通過編程在數(shù)控直接控制臺。第一個項目，學生使用的數(shù)控加工軋機是基于一個簡單的程序，鉆孔拼自己的名字在木樁上，圖8。經(jīng)過簡單的程序漏洞，使學生獨特的木制牌匾，圖9。課程開始加工木材，因為它的廉價和非常寬容的學生的錯誤。在一般情況下，這個類使用了大量的小項目學習加工步驟。學生們通常只由于幾天的小任

8、務(wù)來完成，而不是更大，更費時的任務(wù)。圖9：第一臺數(shù)控編配用FASTCAM建設(shè)圖10：撲克芯片插入和空的模圖11：成品撲克芯片采用車床坯CAMWORKS數(shù)控軟件在完成了許多中間數(shù)控項目使用FastCam，教授學生使用CamWorks。CamWorks是一種程序，允許用戶生成工具路徑的數(shù)控機床使用的CAD一部分。 CamWorks是埃弗里功能強大，用戶友好的程序，工程作為一個插件與SolidWorks。學生完成的第一個項目使用CamWorks是一個撲克芯片設(shè)計。學生剪了一個設(shè)計到他們的手工車床零件和收緊成的插入籌碼模具板，圖10。模具板進行了由羅恩霍夫曼，數(shù)控機床車間技術(shù)員，所以學生只需要作出插入

9、設(shè)計。所有至少在一個芯片設(shè)計的學生撲克然后學生被要求出示塑料撲克芯片，圖11。這也給學生練習使用塑料注射前的最后項目成型機。 最終項目這兩年已經(jīng)教這門課程，每一個學生完成了他們個人的模具塑料板和運行注塑機生產(chǎn)的零件。以創(chuàng)建注塑成型項目的學生需要他們的計算機輔助設(shè)計技術(shù)，數(shù)控加工技術(shù)，CamWorks軟件技能，知識和注塑成型。一些最后學生項目列于圖12和13。圖12：一個火箭模型完成的項目圖13：一個大理石的游戲完成的項目 對于每一個問題學生盤旋了最佳答案多么重要的一個議題是：1 浪費時間2 不重要3 - 中性4 - 重要5 非常重要除了要求對這些每重要性題目，學生也被要求排名如何選擇好課堂作業(yè)

10、所涵蓋的主題。出于同樣的六個課題，學生被要求圈最好的答案，他們覺得如何他們對這個議題的經(jīng)驗：1 浪費時間2 差經(jīng)驗3 - 公平經(jīng)驗4 很好的經(jīng)驗5 優(yōu)秀的經(jīng)驗 二。評估結(jié)果出了16名學生入讀課程14完成了調(diào)查。該平均值的重要性和經(jīng)驗。結(jié)果POST的課實驗室調(diào)查議題的重要性體會手動車床手冊米爾民航處使用SolidEdge的快速原型 。 評價為了評估這些項目的成效，以教數(shù)控產(chǎn)品設(shè)計過程中調(diào)查后作出。一，評估方法該調(diào)查包括對6個問題。每問題問的教學后跟一個專題的重要性他們的任務(wù)以及如何幫助他們學習的主題。這六個課程的調(diào)查中列出專題為：本手冊車床本手冊米爾電腦輔助繪圖用SolidEdge的快速原型設(shè)計

11、變更FastCam軟件簡單數(shù)控項目CamWorks軟件更復雜數(shù)控零件 三。評估結(jié)論這次調(diào)查的結(jié)果顯示，整體學生感受到所選課程的主題是重要的，他們有好這些主題的學習經(jīng)驗。展望了反應(yīng)，最低的具體兩個重要的排名主題是手冊車床和學習電腦輔助繪圖（CAD）的使用SolidEdge的。事實上，學習使用手動車床是不是一個真正的重要的課題，學習前學習數(shù)控加工。然而，為了完成撲克芯片項目，學生需要使用車床準備撲克芯片插入一個空白。雖然不是真正的必要課題，為學生的平均手動車床的經(jīng)驗是4.43，所以它仍是一個有趣的學習經(jīng)驗。此外為使該手冊車床一個良好的開端課程和額外的車間技巧使用SolidEdge的?；趯@個問題

12、的意見，任何低分數(shù)來自人民，要用SolidWorks的，而不是SolidEdge的。 SolidEdge的用這主要是因為價格。校園廣泛牌照無限SolidEdge的席位較aSolidWorks合同便宜。這兩個方案都非常相似，它非常容易導入文件來回。最低排名的經(jīng)驗是手工磨項目。工廠轉(zhuǎn)讓給該手冊是梯形筆筒項目。在此基礎(chǔ)上反饋，第二年該項目已更改為相框項目。四。評估的意見除了6對有問題的也有一節(jié)對課程的意見。最大的問題似乎有關(guān)，調(diào)度機時代。有兩個數(shù)控機器可以使用，但每個學生要使用較新的數(shù)控機床。因此，這是一個挑戰(zhàn)，讓所有的學生在數(shù)控機床。報名僅限于16至18努力幫助學生機調(diào)度和基于教師加載過程中只能提

13、供每年一次。這意味著不到20個年級的學生可以學習本數(shù)控加工過程。因此，盡管這將是好的允許超過18個課程的學生，擁擠是已經(jīng)是排名第一的投訴。因此，盡管高的學生，想借此課程數(shù)目，有每年學生非常低的吞吐量。結(jié)論該課程的總體目標是讓學生成為更好的數(shù)控部分設(shè)計師。在設(shè)計過程中需要大量的工作。學生被迫感受到任何窮人的負擔設(shè)計選擇和被迫重新設(shè)計和工作，直到項目已順利完成。在學生當然，圖16，學到的技能，使他們產(chǎn)生復雜數(shù)控一部分，并根據(jù)調(diào)查評估，是一個非常愉快的和有益的經(jīng)驗。 在此過程中使用的各種機器：四個手動車床兩個手冊米爾斯阿品尼高激光雕刻機兩個Milltronics數(shù)控銑刀FDM與立體快速成型機小規(guī)模的

14、塑料注塑成型機 CNC Machining Plastic Injection Mold Plates in theClasss Abstract After finishing their undergraduate educationmany Mechanical Engineering graduates join industryand design parts thatre quire Computer-Numeric-Control(CNC) machining, but too fewgraduates have the knowhowto actually use a CNC

15、machine to produce a complexCNC part. If students were more familiar with the processof programming, fixturing, and running a CNC machine,many of the manufacturing difficulties and costs could be avoided in the design phase. In order to address this issuea CNC machining course has been developed tha

16、t requires students to design and machine plastic injection mold plates for an interesting, unique 3D part. Plastic injection molding was chosen for its prevalence in industry and for the many interesting design constraints that must beovercome when designing for injection molding. This work shows a

17、n innovative, structured, small group approach to teaching the computer aided drafting, machine shop, and design skills necessary to achieve better production part designs. Index Terms Computer-Aided Drafting, Design, InjectionMolding, Machining.QUESTION How do you best teach students the design ski

18、lls necessary tocreate complex computer-numeric-controlled (CNC) parts?INTRODUCTION A CNC mill, figure 1, is a very common manufacturing tool used in industry, however, relatively few mechanical engineering graduates get hands on experience with these machines. Building a CNC part gives student the

19、opportunity to understand the important design constrains of CNCmanufacturing, which then makes them better designers for CNC parts.In order to teach CNC design skills, students built a challenging CNC machining project. Students were required to pick a unique part to produce using plastic injection

20、 molding. Students started with two 6” by 6” by 1” aluminum plates to create plastic injection mold plates. The plates were built to fit into a small production, plastic injection moldingmachine that was used for the course project, Figure 2. Students worked around restrictions such as, wall thickne

21、ss, drafting angles, parting lines, etc. A CNC machine can be used for much more than making plastic injection molds, but this project provided a good hands-on CNC experience that involved many interesting tolerance and design issues. Students work on learning both the computer drafting skills and t

22、he hands-on machining skills necessary to draft and build the mold plates. The overall path of the software and hardware objectives of course can be shown graphically inFigure 3.In order to learn the skills necessary to complete the final project, students completed numerous smaller projects working

23、 towards the overall goal. In order to give the course more structure the individual assignments were grouped into six generalized topics. The six topics were: The manual lathe The manual mill Computer Aided Drafting using SolidEdge Rapid Prototyping for design changes FastCam software for simple CN

24、C projects CamWorks software for more complex CNC partsMANUAL LATHE In order to get students actively involved in the machine shop, students completed a small project using the manual lathe and manual mill. The project chosen for the manual lathe was to build a revolved part that would get used late

25、r in the course. The second day of class, students are given a dimensioned drawing of a lathe part that they must build, Figure 4. Students enter the course with very different machining backgrounds, so starting with the manual machining is necessary to establish a basic understanding of machining p

26、rinciples. Safety is always stressed when learning machining skills. The lathe part is sized such that it fits into a mold plate that makes poker chips. Students will engrave a design ontothe lathe blank before putting it into the poker chip mold. The poker chip design is the first project completed

27、 using CamWorks, which will be discussed in that section. After the lathe project, but still in the first week of the course,students learn to use a manual mill. The manual mill is an important starting point before students try to use a CNC mill. The manual mill offers students the opportunity to g

28、et more feedback than CNC machining. It gives students a chance to listen for machining errors and to feel the forces needed to cut the material (in this case aluminum). Manual machining provides more feedback before errors occur, so its better tolearn basic milling topics using a manual mill before

29、 moving to the CNC mill. The first year the course was offered, students were given a dimensioned drawing of a pencil holder that they cut from an aluminum block, Figure 5. The pencil holder project worked well for teaching basicmanual milling skills, but it was not a very useful part. Students anod

30、ized the aluminum to give it color, but the pencil holders were often discarded shortly after the course. The second year the course was taught, the manualmilling project was changed to a picture frame project. Thegoal of changing the project was to give the students a part that they would want to k

31、eep. Students work harder and learn more if the project is exciting for them and they get invested in wanting their project to turn out well. The dimensioned drawing for the picture frame can be seen in Figure 6 and a finished picture frame can be seen in Figure 7. After students finished the manual

32、 milling of the aluminum frame, the aluminum frames were anodized. After getting anodized blue, the letter engraving was done using a Pinnacle laser engraver, which removed the colored anodized layer.CAD USING SOLIDEDGE In order to use a CNC mill student first needed to learn to usea computer-aided-

33、drafting (CAD) package. Students had experience with drafting, but few had experience with SolidEdge. After a few instructional lectures, students learn SolidEdge and began the process of making a CAD drawing of their expected plastic injection molding parts, Figure 8.After finishing the positive of

34、 the parts, students created themold plates in SolidEdge.RAPID PROTOTYPING In order to help with design, every student was required tobuild their part using Rapid Prototyping (RP). At Rose- Hulman has two rapid prototyping machines available, one using Stereolithography, the other using Fuse Deposit

35、 Modeling (FDM). The rapid prototyped parts clearly showed the student where they might choose to make design changes.Often there were many unexpected design changes made as a result of the exercise. These changes significantly improved the quality of the student part designs and taught students a v

36、aluable design lesson. Some of the Rapid Prototyping parts are shown in Figure 9. On the machining track of the course, students were taught to use the CNC conversational programming mode. The Milltronics company (the brand of the Rose-Hulman CNC machines) uses a program called FastCam for conversat

37、ionalprogramming. While FastCam isnt necessarily the program used by all CNC manufacturers, nearly all CNC machines have some sort of interactive, conversational programming mode that can be programmed directly on the CNC console.The first project that students machined using the CNC mill was based

38、on a simple program that drilled holes to spell their name in wooden blocks, Figure 10. Following the simple holes programs, students made unique wooden plaques, Figure 11. The course started with machining wood, since its cheap and very forgiving of student mistakes. In general, this class used a l

39、ot of small projects to learn machining steps. Students were usually only given a few days to complete the small tasks, as opposed tolarger, more time consuming tasks.CAMWORKS CNC SOFTWARE After completing the numerous intermediate CNC projects using FastCam, students were taught to use CamWorks. Ca

40、mWorks is a program that allows a user to generate tool paths for a CNC machine using a CAD part. CamWorks is avery powerful, user friendly program that works as a plug-in with SolidWorks. The first project students completed using CamWorks was a poker chip design. Students cut a design into their m

41、anual lathe parts and tightened the inserts into a poker chip mold plate, Figure 12. The mold plates were made by Ron Hofmann, the CNC machine shop technician, so students only needed to make the insert design. All of the students made at least one poker chip design and then the students were requir

42、ed to produce plastic poker chips, Figure 13. This also gave the students practice using the plastic injection molding machine before the final project.FINAL PROJECT Both years this course has been taught, every student finished their individual mold plates and ran the plastic injection molding mach

43、ine to produce their parts. In order to create the plastic injection molding projects students needed their CAD skills, CNC machining skills, CamWorks software skills, and plastic injection molding knowledge. Some of thefinal student projects are shown in Figures 14 and 15.ASSESSMENT In order to ass

44、ess the effectiveness of these projects to teach CNC product design a post course survey was given. I. Assessment Methods The survey consisted of six pairs of questions. Each question asked the importance of teaching a topic followed by how well their assignments helped them learn that topic. The si

45、x course topics listed on the survey were: The Manual Lathe The Manual Mill Computer Aided Drafting using SolidEdge Rapid Prototyping for design changes FastCam software for simple CNC projects CamWorks software for more complex CNC partsSession S2A For each question students circled the best answer

46、 for how important a topic was: 1 Very important 2 Important 3 Neutral 4 Not important 5 A waste of time In addition to asking the importance for each of these topics, students were also asked to rank how well the chosen class assignments covered that topic. For the same six topics, students were as

47、ked to circle the best answer, for how they felt about their experience for that topic: 1 Excellent Experience 2 Good Experience 3 Fair Experience 4 Poor Experience 5 A waste of timeII. Assessment Results Out of the 16 students enrolled in the course 14 completed the survey. The average value of the

48、 importance and experience is shown in Table 1.III. Assessment Conclusions The results of this survey suggest that overall students felt the chosen course topics were important and they had good experiences learning these topics. Looking into the specifics of the responses, the lowest two ranking to

49、pics in terms of importance were the Manual Lathe and learning Computer Aided Drafting (CAD) using SolidEdge. Indeed learning to use a manual lathe is not a truly important topic to learn before learning CNC machining. However, in order to finish the poker chip project, studentsneeded to use the lat

50、he to prepare a blank poker chip insert. While not truly a necessary topic, the student average for the manual lathe experience was 4.43, so it was still an interesting learning experience. Additionally the manual lathe makes for a good start to the course and extra machine shop skills are useful. T

51、he second lowest ranking item was learning CAD using SolidEdge. Based on the comments for this question,any low scores came from people that wanted to use SolidWorks instead of SolidEdge. SolidEdge was used primarily because of price. The campus wide license for unlimited SolidEdge seats was much ch

52、eaper than aSolidWorks contract. The two programs are very similar and its very easy to import files back and forth. The lowest ranking experience was the manual millproject. The manual mill assignment given was the trapezoid pencil holder project. Based on this feedback, the second year that project was changed to the picture frame project.IV. Assessment Comments In addition to the six pairs of question there was also a sectio