APPLIED ENGINEERING AND TECHNOLOGY

Morehead State University

Final Group Project Report
IET 330
Engineering Management Group
Harold Chapman, Kyler Corbett, Ryan Morgan, Joel Wardle

Table of Contents
Introduction.3
Materials/Tool Selection..3
Appendix17
Market Analysis.39
Conclusion. ...39

Introduction
This class group project was designed to put the students in a situation where the use of the
engineering design process. The objective of the project was for students to design a new
engineering lab with a recent fund the department just acquired. The class was split up into four
groups; the engineering management group, design group, electronics group, and construction
group. Each group was assigned a different task. The engineering management group was tasked
managing the entire project and making sure that all groups reached deadlines. The design group
had to make 3-D drawings of all the robots and machines that were to be installed in the lab. The
electronics group had to make an LED sign for the lab. The construction group had to create a
concept layout of the room.
Materials/Tools Section
This class project is made up of four different groups working together to complete a common
goal. That goal is to renovate an outdated work space into a fully functional updated lab. In order
to achieve this many parts is necessary. So a materials list was made for each group.
Construction management:
Their job was to select the material for the sign. For their material selection, they needed to focus
on what was needed to make the sign which was required for the lab. They chose to make the
sign from wood because of readily available equipment to work the wood with, and also because
there was a surplus of wood.

Engineering design:
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The engineering design groups task was to fabricate the sign and bring it to life. Their material
list as follows,
Wood/ wood stain
White LEDs (5mm)
Soldering iron
Solder
Variety Resistor Pack
Two 9 Volt batteries
Black & Red (22 AWG) wire
Auto Cad Software
Master Cam
Drill Press
(Drill Bit sizes) 3 mm in diameter, 1 inch in diameter, 6 mm in diameter
Table Saw
Wood Planar
Ruler
XYZ Machine
CADENCE Software for circuit schematic
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Design manufacturing:
Their task was to design the lab, the items that would fill it, and to lay everything out on paper.
The materials they needed where basically the machines and electrical equipment that would fill
the lab for people to use.
Their list as follows
1) Amatrol mechatronics system
2) Hydraulic trainer
3) Robotic arm
4) CNC lathe
5) Tool carts
6) Sim cell
7) Plastic injection molder
8) Conveyor
9) Hauss
This was a large scale project and as expected a lot of items are needed to complete it. But with
these items these blue prints and designs can become reality.
Procedures
Construction Management:

The construction management team began by delegating responsibilities to each team member.
The responsibility table is seen below in. Through these responsibilities, the group would be able
to successfully complete all the necessary steps in their portion of the group project.

Table 1: Group Responsibility Table

After all responsibilities were assigned, it was time for the group to begin working on the
project. The three group members who were assigned to measure the lab (Adnan, Ronald and
Christopher) completed their work first. They took measurements of the size of the room, the
location of all walk-through and overhead doors as well as any significant features such as
columns that could be important in the design aspect of the project. They drew a rough-hand
sketch with all the dimensions and submitted it to the group members who were slated to create
the designs for the new lab in AutoCAD.
Before the design of the new labs could begin, the new equipment to be installed had to
be determined. Information was obtained through a source in the department and all the new
equipment was listed for the new lab designs. The two team members assigned to designing the
lab in AutoCAD, (Ethan and Mark), worked collaboratively to input the information obtained
from measuring the lab into an AutoCAD file. From there, they each designed a different layout
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of the equipment in the lab. They took the information given to them from the list of equipment
and arranged everything in a configuration they felt would work best for the new lab. These were
the preliminary designs submitted to the remaining groups for selection.
In Figure 1 below, you can see the first concept design created by our group. This design
focuses heavily on the Fanuc Work Cells as the central part of the lab. These work cells are
located in close proximity to one another to simulate an assembly line or work cell, just as in
industry. This simulation allows students and instructors to work out real-world issues through
use of the lab equipment. There are a total of six Fanuc Work Cells, as stated on the new
equipment list we were provided. Also a central focus in this lab are the Mechatronics stations.
The equipment list called for two of these stations to be installed, and they are located just as you
come into the lab for easy demonstration locations for students and visitors to the lab. The robot
arms, three of different manufacturing, are located together as well. This arrangement allows for
simulations to occur with the varying logic systems to determine how different robots handle
similar situations without running to different areas of the lab. The CNC Mill and Lathe are
located towards the back wall of the lab for convenience. The Fanuc Work Cells and
Mechatronics require access from all sides, where the CNC Mill and Lathe do not. Placing them
along a wall, out of the path of travel is ideal. These machines being placed together also allows
for simultaneous demonstrations on each machine. The remaining equipment in the lab is located
along exterior walls for convenience. The Hydraulic Trainer Cart is located away from all other
equipment to prevent leaks of fluid ruining other expensive equipment. The same concept is used
with the Plastics Extruder. It is kept away from all other equipment in case of a fire or leak that
could be costly if it came into contact with other equipment. The last feature of our first design is
the tool box station. We were given five new tool boxes and we decided to create a central tool
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area. This central tool area would prevent tools missing from specific stations and make
everything much more organized.

Figure 1: Concept Design 1

In below, the second concept design is shown. From the first concept design there are no real
difference in the equipment or lab dimensions itself. What did change was the layout of the
equipment. For this layout, we focused on locating things near the Robotics Office in the corner
of the lab. This location would be optimal for an instructor to work on computer models,
simulations, etc. and then progress directly into the lab to work with students and other faculty
on actual projects. The Fanuc Work Cells and Mechatronics have been moved over to the office
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as they are still the main focus of this lab design. The CNC Mill and Lathe were also separated to
reduce noise concentration in the back portion of the lab. The robots were moved to the other
side of the lab from the first concept design to allow for more work space and a better
demonstration area. The Hydraulic Trainer was also moved away from the wall for better
utilization. The tool box center is located in the same position as before as we feel this is the best
location for it and we feel it is the best set up for a lab of this size.

Figure 2: Concept Design 2

After consulting with other groups, the final design selected was Concept Design 2. From
there we were able to further describe that design as seen in Figure 3 below. This sketch shows
all dimensions of the lab as well the locations of all walk-through and overhead doors. All of the
equipment is shown in red so it stands out from the other portions of the sketch. All of the
locations of the equipment are relative and they can me moved and set up as needed to fit the
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area. The configuration is the main focus. That is why the locations of each piece of equipment is
not annotated in this drawing. We felt if we tied each piece of equipment to a specific location it
would become more of a problem and result in complications with the design as it was being
installed in the lab. Since some work areas, such as the Mechatronics or Fanuc Work Cells, may
vary in size from one another, it is not wise to specify dimensions on the drawing. The selected
design seems to fit all the needs of the new lab and will give ample workspace and
demonstration area for all the new equipment. Through this configuration, we feel the entire lab
can be used to its maximum capabilities and will be very beneficial to all the staff and students
who work in this state-of-the-art lab.

Figure 3: Final Concept Design, Annotated

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The next portion of our project was to design the signage to be placed in the new lab.
Since this lab requires safety equipment to operate specific pieces of equipment we decided to
come up with two solutions for the safety signs. The first idea was to create one large sign to be
placed in the center of the lab that would address all safety equipment and procedures necessary
for the lab. The sign itself would be roughly 50x40 and be located where visible from all
equipment in the lab. The second option is to target the safety precautions of each individual
machines. These individual signs would be roughly 15x20 and be placed next to each machine
outlining all the safety equipment and procedures necessary for that operation to be safe. Both
options are a good idea and each have pros and cons. The simple solution would be to place a
large sign in the lab as you come in that states the requirement of safety glasses and operation of
all equipment with a competent instructor. In addition to that, place individual signs at each
machine explaining any additional safety measures that need to be taken when operating that
piece of equipment. This would cover everyone who enters the lab and uses the equipment
regardless of where they are. In addition to the safety signs, we wished to have a sign as you
enter the lab from the hallway that informs you of the room number and what is in the lab. This
design would be very simple and be more decorative than the safety signs inside the lab.
For our material selection, we had to focus on what materials we needed to make
the signs out of for the lab. We came up with three possible choices: wood, metal or plastic. We
weighed the pros and cons of each material and finally decided on wooden signs. We chose this
material because we have the equipment available to make the signs out of this material as well
as a surplus of the material on hand as of now.
Electronics:

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First the team leader had to sit down and figure out which team members skills were better
qualified to meet each tasks standards. Michael Vanover was given the task of completing
concept designs and determining the correct circuit schematic diagram that best fitted our needs.
Austin Crosswhite was given the commitment of implementing our concept design into
MasterCam and setting the correct tool paths for the XYZ machine. Tyler Vanderpool was put in
charge of all wood working tasks, including measuring, cutting, drill pressing and so forth.
Nehemiah Doderer helped to assist each team member when needed and to make sure all tasks
were being properly followed. In addition Nehemiah helped to calculate circuit calculations. All
team members were involved with assisting each other on all tasks!
The first step was to create a concept design (Figure 1). From this the team was able to decide
the proper dimensions the sign needed to be. The sign needed to be 9.25 tall, 36 wide and
1.25 in thickness. For the sign spelling Reed 100 the letters needed to be 8 tall, 4 wide and
with an intrusion of .25 in depth. After configuring the concept design and determining proper
dimensions the design could then be implemented into Master Cam. Tool paths were configured
for the XYZ machine in order for cutting to take place (Figure 2). Once this was all finished the
group needed to locate the proper Maple board in size and length. Using a ruler, table saw, and
planar the board was prepped for fitting into the XYZ machine. Using a drill press, five (6mm
holes) were drilled along the top and bottom outside. Each LED would be angled to light up the
wall during proper hanging. Actual cutting of the board is shown in (figure 3).

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Figure 1

Figure 2

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Figure 3

The LEDs our group decided to use were bright red (5mm). The operating voltage for each LED
were 1.8-2.2V with a limiting current of 0.02A or 20mA. Using 10 LEDs our group had to
evenly divide the LEDs into 2 branches of 5 LEDs. The branches are connected in parallel
from one another and in addition each set of LEDs is also connected in parallel within a single
branch. The reason each branch is in parallel is because voltage drops do not occur in parallel
circuits. The goal is to supply each branch with an equal amount of voltage. Each LED in the set
of a single branch is connected in parallel in order for current to be divided equally within each
LED. Because it takes roughly 1.8- 2.2 volts to operate each LED, connecting 10 LEDs in series
would not allow enough voltage to be distributed to each of the LEDs. Therefore, the LEDs
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would not light up. Parallel circuits are key to operating LEDs the correct way! Because the
LEDs used in this project are limited to 20mA a limiting resistor is required to prevent each
LED from burning out. Below are the calculations used to find the total resistance needed for
each branch. Note! Our power supply consisted of two 9V batteries connected in parallel!
5 LEDs X 0.02A = 0.1A
9V / 0.1A = 90 ohms
This tells us for each branch consisting of a set of 5 LEDs a limiting resistor of 90 ohms would
be needed to prevent the total current (for that single circuit) from exceeding beyond 20mA. For
certainty our group used a 100 ohm resistor.
Due to time constraints actual wiring and staining of the board was not finished! In theory the
team would use a soldering Iron and solder each LED according to the schematic diagram in
(Figure 3). A small toggle switch would then be added connecting/ controlling the 9V Power
supply to the circuit. For final completion the board will be stained and all LEDs would be
glued into the drilled holes. Completion of sign after using XYZ machine is shown in (Figure 5)!

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Figure 4

Figure 5

Appendix

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Manufacturing and Design:

Alan Reed

Mechatronics

Figure 4 - Amatrol Mechatronics System

I was tasked in designing the new mechatronics system that the university is planning on
purchasing. In order to design the basic model for the system, I had to contact the manufacturer,
Amatrol, themselves asking if they could provide me with simple dimensions of the overall
product. Once the dimensions were received, I created the model in Solidworks. The model is
very basic since we dont have it yet on site and can only tell so much from the picture.

Alan Reed

Mechatronics

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Figure 5 - Isometric Model of Mechatronics System

Figure 6 - Model Drawing in 1/32 scale

Alan Reed

Mechatronics

In the pictures above and in the drawings, you can see that there are seven stations that the
Mechatronics system has. They are as follows:
Station 1 Pick and Place Feeding
Station 2 Gauging
Station 3 Orientation Processing
Station 4 Sorting/Buffering
Station 5 Servo Robotic Assembly
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Station 6 Torque Assembly

Station 7 Inventory Storage
In addition to the stations, the appendix asked for a parts list. Everything will be bought from
Amatrol. Im assuming nothing will be needed or bought extra. The seven stations will come
together as a single unit.
Ali Almarri

Hydraulic Trainer

I was assigned the Amatrol Hydraulic trainer, it is about four feet tall, three feet deep and twelve
feet long. The trainer is used to teach the basics of pneumatic and hydraulic circuits, it even
includes electronically controlled valves.
Figure 1, Dimensioned drawing of the Amatrol Hydraulic Trainer

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Ali Almarri

Hydraulic Trainer

Daniel Bloomfield

Robotic Arm

Robotic Arm:

The following design is a drafted replica of one of the robotic arms that can be found in
Reed 101. The design has been scaled down to 1/32 of the original size so that it will allow for
working dimensions to be 3D printed in the Lloyd Cassity lab.
Figure 1: Dimensioned Draft Sheet
-

In Fig. 1 you can see that different multiviews (front, top, right side, and isometric) of the
robotic arm in a 1/32 scale.

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Daniel Bloomfield

Robotic Arm

Figure 2: Isometric View

-

In Fig. 2 you can see a front isometric view which has been rendered and had a brushed
steel applied to the material to give it a real life look.

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Figure 3: Back Isometric View

-

In Fig. 3, you can see the back isometric view which helps to display the hidden features
in the joints and mechanical arm that cant be seen from the front. This piece has also
been rendered and a polished steel finish has been applied to give a slightly different
look.

Daniel Bloomfield

Robotic Arm

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Figure 4: Top View

-

In Fig. 4 you can see a close up of the top design of the robotic arm and a better
understanding of the components that make it up. This is also a rendering which has been
done with a brushed steel look to give it the appearance of the final working design.

Jonathan Meadows

CNC Lathe
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This is an isometric view of the CNC Lathe

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Jonathan Meadows

CNC Lathe

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This shows the dimensions of the CNC lathe in great detail. 1/32 scale.

Jonathan Meadows

Tool Cart
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This is an isometric view of the cart.

This shows the dimensions of the cart. 1/32 scale

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Kansas Cox

Sim Cell

Figure 1 : Sim Cell This is a design of a Sim Cell machine down in Reed Hall room 100

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Figure 2: A drawing of the Sim Cell

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Kansas Cox

Tool Cart

Figure 3: Tool Cart This is design of a tool that is down in Reed Hall room 100.

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Nick Wrightsel

Plastic Injection Molder

Figure 1: Plastic Molder on cart.

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Figure 2: Drawing top of plastic molder.

Nick Wrightsel

Plastic Injection Molder

Figure 3: Drawing of plastic molder on cart.

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Figure 4: Drawing of plastic molder.

Phillip Fitch

Fanuc Work Cell

The overall objective of the assignment is to 3D print a scaled down model of the equipment and
machines which will be place in Reed Hall for the 21st Century Center for Manufacturing
renovation. The individual assignments given were to model the Fanuc work cell in a computer
aided design software, render the model, create drawings from the models created and 3D print a
scaled model.
To produce a model of the Fanuc work cell, Solidworks 2010 was used. Using a six inch
engineers ruler, all of the dimensions were obtained in millimeters. Figure 1 is the rendered
model created in Solidworks of the Fanuc robot, cart, and controller.

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Phillip Fitch

Fanuc Work Cell

Once the model was created, individual drawings could be created from the part models included
in the final assembly. The appropriate scale for a model was determined by Solidworks, the cart
initially measured roughly 72 inches but after the 1/16th scale down, it would be 4.5 inches tall.
The acquired drawings for the parts included in the Fanuc work cell assembly are as followed:
Fanuc-Figure 2, Cart-Figure3, Caster wheels-Figure 4.

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Figure 2.
Phillip Fitch

Fanuc Work Cell

Figure 3.

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Figure 4.

Thus far, the 3D model has yet to be printed due to machine availability. But, the STL files for
completing a 3D object have been created in Solidworks.

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Tommy Walker

Conveyor

Figure 1: Model for the conveyor

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Figure 2: The conveyor scaled down to 1/32 size into a drawing

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Greg Bussell

Hauss

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Market Analysis
During the entire project we were given a budget of roughly $400,000 for the renovations and
upgrades in the lab. We did not have to complete any major renovations to the lab itself. We
would need to use roughly $5,000 of the budget for new electric, air and water hook-ups for the
various machines to be installed. The majority of the budget would go to the new equipment
being installed. It consumed roughly $350,000 worth of the budget for purchase and installation
of all equipment in the new lab. The remaining $45,000 of the budget went to the salaries of
those who worked on setting up the lab, installing all the equipment and manufacturing all the
signs for the lab and machines. The budget would easily cover all the necessary renovations and
installations, most likely with money to spare.

Conclusion
After completing this project, we learned how to work in different groups as you would when
working in the industry. Skills such as communication and teamwork were found very obvious,
with tasks spread throughout the entire team making everyone responsible for a task. Our
projects objective was to design and create a new state of the art learning lab for manufacturing
students here at Morehead state. There were four groups, first the construction group who was
responsible for the floor plan of the room using AutoCAD, next was the design group who made
the tools and machines to be placed in the facility this was created through solid works system
the group received dimensions from a manufacturing company and made the products with the
dimensions given, next was the electronics group who created a sign for the outside of the lab,
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and lastly the engineering management group compiled all the information so that the progress of
the project could be seen. As each group finished the information was passed to the engineering
management group then sent to the other group to begin the next step of the project, the time of
the project lasted a little longer than normal but the transitions were pretty smooth for the most
part. With there being three groups we had an individual from the engineering management
group be responsible for receiving the information from each group leader. Also a group leader to
determine his or her participation in the project evaluated each group member. Ways of
improvement on this project for our group of engineering management could of provided a better
schedule of the groups to follow to provide more set due dates to follow time limit and due dates
for the final project to be submitted.

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