Difference between revisions of "Group 13 - Honda Engine 1"

From GICL Wiki
Jump to: navigation, search
(Created page with '== Introduction: == For this project, Group 13 will be reverse engineering an internal combustion engine from a Honda CBR F2 by dis-assembly followed by reassembly. This process…')
 
 
(37 intermediate revisions by one user not shown)
Line 3: Line 3:
 
For this project, Group 13 will be reverse engineering an internal combustion engine from a Honda CBR F2 by dis-assembly followed by reassembly. This process will be consisting of documentation of the systems, subsystems and the individual components within the four-stroke motor.
 
For this project, Group 13 will be reverse engineering an internal combustion engine from a Honda CBR F2 by dis-assembly followed by reassembly. This process will be consisting of documentation of the systems, subsystems and the individual components within the four-stroke motor.
  
Team 13 Contact Information:
 
E-mail: MAE277Team13@gmail.com
 
  
 +
:<u>Team 13 Contact Information:</u>
  
== Project Management: ==
+
::E-mail: MAE277Team13@gmail.com
  
'''WORK PROPOSAL'''
+
:<u>Group Members:</u>
  
Procedure and Tools:
+
::*'''Timothy Brady'''      email: tjbrady@buffalo.edu
 +
::*'''Jonathan Berlad'''    email: jeberlad@buffalo.edu
 +
::*'''Christopher Ayers'''  email: chayers@buffalo.edu
 +
::*'''Ryan Nelson'''        email: ryannels@buffalo.edu
 +
::*'''Brandon Phillips'''  email: brandonp@buffalo.edu
  
The first step of reverse engineering will require the team to disassemble the engine completely.  This will be accomplished by the work completed in the lab, with the proper tools the team will disassemble the motor, documenting step by step the components and parts removed and the different sub-systems within.  This procedure will also be accompanied by a thorough documentation and analysis of the dissection.  This documentation will include a presentation of the parts and their roles within the system overall.  The engine will be disassembled into the smaller sub-systems first, followed by a closer analysis of the components they are made up of.  A record of dis-assembly order of operations will be kept to accurately reassembling the motor, and be able to present a detailed explanation of the systems cycle functions.
 
  
The basic tools required for the dissection are as shown in Table-A:
 
  
'''Tool Name'''_________________'''Function'''
+
== Executive Summary ==
General Metric Socket Set To remove bolts and fasteners.
+
Allen Keys                 Used for removing fasteners and screws.
+
Puller                         For removing components mounted on a shaft.
+
Basic Screwdriver Set         For removing regular and Philips fasteners.
+
Torque Wrench                 Wrench that meets specific torque (reassembly only).
+
Piston Ring Compressor         Compresses piston rings for reassembly.
+
PB Blaster                 For ease of removal for seized and rusted hardware.
+
Snap Ring Removal Tool         To remove secured snap ring fasteners.
+
Breaker Bar                 To increase mechanical advantage on fastener removal.
+
Rubber Mallet                 To loosen pressed components without causing marring effects.
+
  
'''Table A:''' Tools Required
+
During the duration of the Fall 2010 semester at the University of Buffalo, the MAE 277 Introduction to Mechanical Engineering Practices class was divided into groups and given a project to complete.  The project consisted of a manufactured product that involved today's current engineering practices.  Group 13 was given a Honda Engine from 1994, more specifically the CBR600 F2.  The goal of the project was to research the way the product, in this case the engine, was made and the engineering and design considerations behind it.  Followed by a dissection of the internal combustion engine, breaking the engine and transmission into their subsystems, and even further into the individual components that made up the subsystems.  The components were then analyzed and evaluated on their jobs and requirements within the product.  The project was then wrapped up by the reassembly of the motor and further analysis of the engine and how its subsystems operate and how they work together.
  
 +
A smaller, but equally important of the project was the management of the team and planning the execution of the work at hand.  The project provided a great way for the team to better their abilities to work in a group and manage a team while dealing with school as well as other issues.  The group management portion of this project gave the group a chance to formulate a plan, execute that plan to the best of their ability and make sure that all operations went smoothly.  This was a great addition to the learning experience of the project, no engineer is ever going to design something all by himself, so working with a group gave the team a chance to work together and learn how to make the best of their resources.  Working as a team and managing a project to it completion is a necessary skill and this semester team 13 was able to hone that skill in the most positive way.
  
Schedule:
+
The first section of the project was design to have the group analyze the motor.  Mainly, why it was designed the way it was and how the intended design influenced the design considerations and decisions made during this process.  The Honda engine was studied from all aspects, including the economy at the time of its marketing, the trends of engine performance and design of its competition as well as other aspects that played a role in the engineering of the CBR600.  The second stage of the project was the complete dis-assembly of the motor.  This gave the group a first hand experience of the deconstruction of the engine and a look as to how the separate systems connect and work with one another.  This also gave the team a more specific insight into the design of the internal combustion engine, one of the most important engineered product in today's society.  The third gate of the project allowed team 13 to examine the individual components of the internal combustion engine and see how they contributed to the design, and also why they were necessary for the parts to function.  This gate revealed how complex engineering can be and how minuscule pieces need to be designed with great precision inside such systems.  Gate three revealed that every part is carefully designed to perform a function and every part is important in the functionality of the final design.  Among other parts of this project were the reassembly, this showed the group the time and precision that is necessary to create a product and just how exact everything needs to be in the final creation.
  
To successfully accomplish these tasks within the time permitted the team will break down the requirements into a formatted scheduleThis organization will provide a “plan of attack,” and provide the group with internal deadlines to meet within the required gates.  With a planned schedule and division of the work the group will maintain an understanding of where the progress of the project is and how it is advancing.  Although the schedule will need to be modified to accommodate for unexpected hindrances and delays, the schedule will provide basic guidelines to keep the group on track.
+
Another large contributing factor to the learning of the group with respect to the design and manufacturing process was the portion of the project were the team was asked what changes they could make to the product to improve it as well as design considerations of their ownThe group was able to come up with ideas and brainstorming about how they would work and what was needed to make them happen, and how easily they could be implemented.  With a better understanding of the engine and how it works, this gave the group a chance to question the design process and further understand why certain decisions were probably made during the original design of the engine by Honda.  The team, in coming up with the new ideas was probably asking themselves the very questions that most of the original engineers were asking during the design, giving the group a great example of what an engineer is faced with and what the type of decisions they need to make.
  
The intended schedule of the work and expected due dates has been broken up in the Chart-A belowExpressed in the following Gant Chart is the intended work schedule for Group 13:
+
Overall this project was a great learning experience for the whole group.  This gave team 13 a look into various aspects of being an engineer and how all the aspects of designing a product are implemented into their final creationThe following is a precise documentation of the groups work throughout the semester and including the management aspect as well as the analysis of the internal combustion engine.
  
(Insert Gant Chart here.)
 
'''Chart-A:''' Gant Chart of proposed schedule.
 
  
  
'''MANAGEMENT PROPOSAL'''
+
==Project Sections:==
  
Group Meetings:
 
  
Group 13 meets two to three times a week after class, most commonly on Monday and Wednesday.  These meetings are intended to include all group members and accomplish overall tasks required by the group.  These main general meeting are accompanied by the addition of smaller meetings to address other concerns as the group sees fit.  These meeting have been scheduled to meet in, but not limited to, the Capen Library.
+
===Project Management:===
These meetings divide workloads between appropriate group members and deal with tasks and concerns.  The schedule provided in Table B in the previous section displays the intended work expected to be accomplished by the group, this will provide the basic distribution of work and tasks needed to be focused on in these meetings.
+
  
Group Members:
+
The Project Management portion of the project undertaken by Group 13 over the Fall 2010 semester addresses the issues dealing with the team itself and organization, planning and work that team 13 needed to execute during the duration of the project.
  
The group has been divided into separate positions to further maximize the potential of the groups work towards the required tasks and deadlines. It is intended that the entire group will be contributing in some way to all aspects of the necessary procedure.  Though to provide group order and cover all angles, each group member has been given specific responsibilities.
+
*[http://gicl.cs.drexel.edu/wiki/Group_13_-_Gate_1:_Project_Management Product Management]
 +
::- Contains a brief look at the work required, procedures and the projected schedule along with the issues and conflicts that were dealt with throughout the project.
  
The following table, Table-B shows the group members accompanied by their position, responsibilities and a generalized set of skills, including short comings:
+
===Product Archaeology:===
  
Name Position Responsibilities
+
The bulk of the project consisted of the Product Archaeology. This involved the research of the product, as well as the background of the product and its creation. The other portion contained a dissection and study of the components. This was followed by a reassembly.
Timothy Brady Project Manager • Organizing team meetings and work schedules, and gate requirements.
+
• Making sure work is being accomplished and deadlines respected.
+
Jonathan Berlad Documentation Manager • To record information regarding dissections and analyses.
+
• Incorporate information into the Wiki and make sure it is presented in a professional manner.
+
Ryan Nelson Communication Liaison • Group communication and emails, along with, inter Group relations.
+
• Provide necessary communication with professor and TAs when needed.
+
Christopher Ayers Technical Expert • Providing supervision and direction of disassembly.
+
• Information regarding technical analysis of component design and fabrication.
+
Brandon Phillips Technical/Communication Support • Will overlook the technical presentation of data and figures compiled by the group.
+
• Make sure information is presented in a clear, relevant and organized fashion.  
+
  
'''Table B:''' Group Member Positions.
+
*[http://gicl.cs.drexel.edu/wiki/Group_13_-_Gate_1:_Product_Archaeology Product Archaeology]
 +
::- Shows an overlook of the product, including profiles of its different aspects.
  
 +
*[http://gicl.cs.drexel.edu/wiki/Group_13_-_Gate_2:_Product_Archaeology Product Dissection]
 +
::- Contains a detailed log of the process and dissection pertaining to the Honda Engine, including a step by step procedure of the disassembling.
  
The group members have been assigned a role and broken down into separate positions based on their given skill and knowledge they are providing for the group.  These skills and knowledge specific to the project and tasks required by the group are as follows.  Relevant skills along with possible negative aspects have been documented and were used in the selection of member’s respective roles.
+
*[http://gicl.cs.drexel.edu/wiki/Group_13_-_Gate_3:_Product_Archaeology Product Evaluation]
 +
::- Contains a list of all the components of the Honda Engine, along with detailed information concerning them.
  
The information used is provided in the following Table-C:
+
*[http://gicl.cs.drexel.edu/wiki/Group_13_-_Gate_4:_Product_Archaeology Product Explanation]
 
+
::- Contains a detailed log of the re-assembly pertaining to the Honda Engine.
Name Skill Sets Skill Developments Addressed Shortcomings
+
Brady, T. • Superior organization
+
• Time management • Knowledge off engines • Bad Communicator
+
• Mechanical Knowledge
+
Berlad, J. • Organization of information and data
+
• Technical writing
+
• Computer and software knowledge
+
• Basic mechanical and automotive experience • Increased knowledge of engines and components.
+
• Website construction and management • Procrastinator
+
• Verbal communication and public speaking
+
Nelson, R. • Automotive background
+
• Outgoing • Mechanical and engine knowledge • Procrastinator
+
• Unorganized
+
Ayers, C. • Professional engineering experience
+
• Extensive automotive knowledge
+
• Experienced with CAD and drafting • Mechanical design proposal and presentation
+
• Team work • Procrastinator
+
• Writing and communication
+
Phillips, B. • Basic automotive knowledge
+
• Word processing
+
• Technical data presentation • Skills in AutoCAD and modeling
+
• Working in a group • Procrastinator
+
• Public speaking and communication
+
• Time management
+
 
+
'''Table C:''' Group Skill Sets
+
 
+
 
+
Group Conflicts:
+
 
+
If a group conflict should occur, it will be handled internally via an emergency meeting by the entire group.  This will allow conflicts to be dealt with quickly and allow each member to provide input.  Decisions will be decided by a majority vote and only in severe cases will a third party be consulted, for example the professor.
+

Latest revision as of 15:43, 17 December 2010

Contents

Introduction:

For this project, Group 13 will be reverse engineering an internal combustion engine from a Honda CBR F2 by dis-assembly followed by reassembly. This process will be consisting of documentation of the systems, subsystems and the individual components within the four-stroke motor.


Team 13 Contact Information:
E-mail: MAE277Team13@gmail.com
Group Members:
  • Timothy Brady email: tjbrady@buffalo.edu
  • Jonathan Berlad email: jeberlad@buffalo.edu
  • Christopher Ayers email: chayers@buffalo.edu
  • Ryan Nelson email: ryannels@buffalo.edu
  • Brandon Phillips email: brandonp@buffalo.edu


Executive Summary

During the duration of the Fall 2010 semester at the University of Buffalo, the MAE 277 Introduction to Mechanical Engineering Practices class was divided into groups and given a project to complete. The project consisted of a manufactured product that involved today's current engineering practices. Group 13 was given a Honda Engine from 1994, more specifically the CBR600 F2. The goal of the project was to research the way the product, in this case the engine, was made and the engineering and design considerations behind it. Followed by a dissection of the internal combustion engine, breaking the engine and transmission into their subsystems, and even further into the individual components that made up the subsystems. The components were then analyzed and evaluated on their jobs and requirements within the product. The project was then wrapped up by the reassembly of the motor and further analysis of the engine and how its subsystems operate and how they work together.

A smaller, but equally important of the project was the management of the team and planning the execution of the work at hand. The project provided a great way for the team to better their abilities to work in a group and manage a team while dealing with school as well as other issues. The group management portion of this project gave the group a chance to formulate a plan, execute that plan to the best of their ability and make sure that all operations went smoothly. This was a great addition to the learning experience of the project, no engineer is ever going to design something all by himself, so working with a group gave the team a chance to work together and learn how to make the best of their resources. Working as a team and managing a project to it completion is a necessary skill and this semester team 13 was able to hone that skill in the most positive way.

The first section of the project was design to have the group analyze the motor. Mainly, why it was designed the way it was and how the intended design influenced the design considerations and decisions made during this process. The Honda engine was studied from all aspects, including the economy at the time of its marketing, the trends of engine performance and design of its competition as well as other aspects that played a role in the engineering of the CBR600. The second stage of the project was the complete dis-assembly of the motor. This gave the group a first hand experience of the deconstruction of the engine and a look as to how the separate systems connect and work with one another. This also gave the team a more specific insight into the design of the internal combustion engine, one of the most important engineered product in today's society. The third gate of the project allowed team 13 to examine the individual components of the internal combustion engine and see how they contributed to the design, and also why they were necessary for the parts to function. This gate revealed how complex engineering can be and how minuscule pieces need to be designed with great precision inside such systems. Gate three revealed that every part is carefully designed to perform a function and every part is important in the functionality of the final design. Among other parts of this project were the reassembly, this showed the group the time and precision that is necessary to create a product and just how exact everything needs to be in the final creation.

Another large contributing factor to the learning of the group with respect to the design and manufacturing process was the portion of the project were the team was asked what changes they could make to the product to improve it as well as design considerations of their own. The group was able to come up with ideas and brainstorming about how they would work and what was needed to make them happen, and how easily they could be implemented. With a better understanding of the engine and how it works, this gave the group a chance to question the design process and further understand why certain decisions were probably made during the original design of the engine by Honda. The team, in coming up with the new ideas was probably asking themselves the very questions that most of the original engineers were asking during the design, giving the group a great example of what an engineer is faced with and what the type of decisions they need to make.

Overall this project was a great learning experience for the whole group. This gave team 13 a look into various aspects of being an engineer and how all the aspects of designing a product are implemented into their final creation. The following is a precise documentation of the groups work throughout the semester and including the management aspect as well as the analysis of the internal combustion engine.


Project Sections:

Project Management:

The Project Management portion of the project undertaken by Group 13 over the Fall 2010 semester addresses the issues dealing with the team itself and organization, planning and work that team 13 needed to execute during the duration of the project.

- Contains a brief look at the work required, procedures and the projected schedule along with the issues and conflicts that were dealt with throughout the project.

Product Archaeology:

The bulk of the project consisted of the Product Archaeology. This involved the research of the product, as well as the background of the product and its creation. The other portion contained a dissection and study of the components. This was followed by a reassembly.

- Shows an overlook of the product, including profiles of its different aspects.
- Contains a detailed log of the process and dissection pertaining to the Honda Engine, including a step by step procedure of the disassembling.
- Contains a list of all the components of the Honda Engine, along with detailed information concerning them.
- Contains a detailed log of the re-assembly pertaining to the Honda Engine.