Group 17 - Beginner Dirt Bike - Revision history

MAE277 17 09: /* Executive Summary */

2009-12-17T02:42:40Z

Executive Summary

MAE277 17 09: /* References */

2009-12-17T02:39:41Z

References

MAE277 17 09: /* Executive Summary */

2009-12-16T18:56:23Z

Executive Summary

MAE277 17 09: /* References */

2009-12-16T18:40:45Z

References

MAE277 17 09: /* References */

2009-12-16T18:40:06Z

References

MAE277 17 09: /* References */

2009-12-16T10:32:01Z

References

MAE277 17 09: /* Executive Summary */

2009-12-16T10:31:09Z

Executive Summary

MAE277 17 09: /* Introduction */

2009-12-16T10:29:42Z

Introduction

MAE277 17 09: /* Executive Summary */

2009-12-16T09:50:59Z

Executive Summary

MAE277 17 09: /* References */

2009-12-16T09:50:09Z

References

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 ==Executive Summary==
-The incentive behind the reverse engineering project is to reinforce basic skills learned in previous classes as is applied in the engineering industry. Four stroke engines produce power but the application of the power to different uses defines a company's product. The 70cc engined Baja mini Dirt Bike was assigned this group. The product was divided amongst two groups. Group 31 was responsible for the frame and chassis of the dirt bike. The reverse engineering process for the engine followed the gates as assigned in the project platform. The group was also supposed to devise a method of conflict resolution.
+The incentive behind the reverse engineering project is to reinforce basic skills learned in previous classes as is applied in the engineering industry. Four stroke engines produce power but the application of the power to different uses defines a company's product. The 70cc engined Baja mini Dirt Bike was assigned this group. The product was divided amongst two groups. Group 11 was responsible for the frame and chassis of the dirt bike. The reverse engineering process for the engine followed the gates as assigned in the project platform. The group was also supposed to devise a method of conflict resolution.
 *Gate 1: This gate was contained three major deliverables which included the Work Proposal, Management Proposal and the Initial Product Review. The Work Proposal was intended to be a familiarizing incentive to initiate critical thinking about the consequent gates. This was achieved by the Gannt chart plan proposed by the group for future gates. The Initial Product review was a deliverable that incorporated the necessity of delegation of duties for the gate. This essentially enforced the Management Proposal which required a formal role assignment as a deliverable. The group was expected to think about the functionality of the internal components of their products without seeing them.
 *Gate 2: The deliverables for this gate were Causes for Corrective Action(CCA) and the Dissection Plan. Individually these entertained questions that spanned the course such as the information on difficulty and the fastener differences. The CCA asked to analyze the potential of the working plan, if it allowed for continuance and how the issues could be fixed. Throughout the course the provision of information on the difficulty of tasks was necessary. The reasons behind the choice of implements was included. The students also created a plan for dismantling the components of the engine. The completely dissected part was a deliverable to the gate as well. The difficulty was also highlighted per step.

← Older revision		Revision as of 02:39, 17 December 2009
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	[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d Link 3]		[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d Link 3]
	* After opening link [3], click on Course Documents tab on left, then Reverse Engineering Project and Project Outline.		* After opening link [3], click on Course Documents tab on left, then Reverse Engineering Project and Project Outline.
		+	[4] "INCOSE Dual V model " [http://www.incose.org/hra/past_events/IEEE2009_SoSEandFoSE_JOC_090223.pdf Link 4]

@@ Line 20: / Line 20: @@
 ==Executive Summary==
-The [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d incentive] behind the reverse engineering project is to reinforce basic skills learnt in previous classes as is applied in the engineering industry. Four stroke engines produce power but the application of the power to different uses defines a company's product. The 70cc engined Baja mini Dirt Bike was assigned this group. The product was divided amongst two groups. Group 31 was responsible for the frame and chassis of the dirt bike. The reverse engineering process for the engine followed the gates as assigned in the project platform. The group was also supposed to devise a method of conflict resolution.
+The incentive behind the reverse engineering project is to reinforce basic skills learned in previous classes as is applied in the engineering industry. Four stroke engines produce power but the application of the power to different uses defines a company's product. The 70cc engined Baja mini Dirt Bike was assigned this group. The product was divided amongst two groups. Group 31 was responsible for the frame and chassis of the dirt bike. The reverse engineering process for the engine followed the gates as assigned in the project platform. The group was also supposed to devise a method of conflict resolution.
-*Gate 1: This  gate was ultimated and contained three major deliverables which included the Work Proposal, Management Proposal and the Initial Product Review. The Work Proposal was intended to be a familiarizing incentive to initiate critical thinking about the consequent gates. This was achieved by the Gannt chart plan proposed by the group for future gates. The Initial Product review was a deliverable that incorporated the necessity of delegation of duties for the gate. This essentially enforced the Management Proposal which required a formal role assignment as a deliverable. The group was expected to think about the functionality of the internal components of their products without seeing them.
+*Gate 1: This gate was contained three major deliverables which included the Work Proposal, Management Proposal and the Initial Product Review. The Work Proposal was intended to be a familiarizing incentive to initiate critical thinking about the consequent gates. This was achieved by the Gannt chart plan proposed by the group for future gates. The Initial Product review was a deliverable that incorporated the necessity of delegation of duties for the gate. This essentially enforced the Management Proposal which required a formal role assignment as a deliverable. The group was expected to think about the functionality of the internal components of their products without seeing them.
-*Gate 2: The deliverables for this gate were Causes for Corrective Action(CCA) and the Dissection Plan. Individually these entertained questions that spanned the course such as the information on difficulty and the fastener differences. The CCA asked to analyse the potential of the working plan, if it allowed for continuance and how the issues could be fixed. Throughout the course the provision of information on the difficulty of tasks was necessary. The reasons behind the choice of implements was included. The students also created a plan for dismantling the components of the engine. The completely dissected part was a deliverable to the gate as well. The difficulty was also highlighted per step. The documentation was the only means for the lecturer to discover the amount of effort put into the details of the process. It was meant to have both dis- and re-assembly plans all running to avoid compounded efforts.
+*Gate 2: The deliverables for this gate were Causes for Corrective Action(CCA) and the Dissection Plan. Individually these entertained questions that spanned the course such as the information on difficulty and the fastener differences. The CCA asked to analyze the potential of the working plan, if it allowed for continuance and how the issues could be fixed. Throughout the course the provision of information on the difficulty of tasks was necessary. The reasons behind the choice of implements was included. The students also created a plan for dismantling the components of the engine. The completely dissected part was a deliverable to the gate as well. The difficulty was also highlighted per step.
-*Gate 3: This gate required the group to produce a component summary of the individual components of the engine. The level of detail was specific to the individual component complexity. The analyses of the models was meant to create an idea of the changes that should needs be made for the purpose of higher quality and efficiencies. Two models were hence required as follows, the Solid Model as well as the Mathematical (Analytical) Model.
+*Gate 3: This gate required the group to produce a component summary of the individual components of the engine. The level of detail was specific to the individual component complexity. The analysis of the models was meant to create an idea of the changes that should needs be made for the purpose of higher quality and efficiencies. Two models were hence required as follows, the Solid Model as well as the Mathematical (Analytical) Model.
 *Gate 4: The product was to be reassembled at this stage. The plan for reassembly was indicated on the Gannt chart as well as . The functionality of the final reassembly was required. Differences between the two processes, and choice of manufacturing processes.
-*Gate 5: This brings the course to an end with a stringent four minute presentation and condensation of practicalities to a synoptic version. The students are given the opportunity to analyse the entire process and give reasons for the missing deliverables through a compliance matrix. The necessary parts of the analyses is completed at this point and minor errors are corrected.
+*Gate 5: This brings the course to an end with a stringent four minute presentation and condensation of practicalities to a synoptic version. The students are given the opportunity to analyze the entire process and give reasons for the missing deliverables through a compliance matrix. The necessary parts of the analysis is completed at this point and minor errors are corrected.
 [[#Table 1|Table 1]] shows the design process for the engine based on its functionality as follows.

← Older revision		Revision as of 18:40, 16 December 2009
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	[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d Link 3]		[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d Link 3]
−	* After opening link, click on Course Documents tab on left, then Reverse Engineering Project and Project Outline.	+	* After opening link [3], click on Course Documents tab on left, then Reverse Engineering Project and Project Outline.

← Older revision		Revision as of 18:40, 16 December 2009
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	[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d Link 3]		[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d Link 3]
		+	* After opening link, click on Course Documents tab on left, then Reverse Engineering Project and Project Outline.

@@ Line 125: / Line 125: @@
 ==References==
-[1] "Dirt Bike Website" [http://www.bajamotorsportsonline.com/product_info.php?cPath=3&products_id=92]
+[1] "Dirt Bike Website" [http://www.bajamotorsportsonline.com/product_info.php?cPath=3&products_id=92 Link 1]
-[2] "FMEA, BAE systems" [http://www.aldservice.com/en/articles/expanded-fmea-efmea.html]
+[2] "FMEA, BAE systems" [http://www.aldservice.com/en/articles/expanded-fmea-efmea.html Link 2]
-[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d]
+[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d Link 3]

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 The Dirt Bike was not operational at first sight although it seems to have been ridden at some point due to observable tire dirt and wear on the sides of the teeth.
-The analyses entails that the engines be kept at less than perfect condition to perform FMEA[http://www.bajamotorsportsonline.com/product_info.php?cPath=3&products_id=92] on it. The failure mode collectively agreed upon is the flooding of the engine whilst running  due to improper fuel air ratios by the carburetor.
+The analyses entails that the engines be kept at less than perfect condition to perform  [http://www.aldservice.com/en/articles/expanded-fmea-efmea.html Failure Modes and Effects Analyses] on it. The failure mode collectively agreed upon is the flooding of the engine whilst running  due to improper fuel air ratios by the carburetor.
 Probable design reviews are required for submittal. The dexterity of the group is not necessarily high; neither is the hands-on knowhow. This should influence our collective power to approach problems whilst working without our levels of competence, although expedience is relevant to this project. It is also inferential that duties will be assigned.

← Older revision		Revision as of 09:50, 16 December 2009
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	[2] "FMEA, BAE systems" [http://www.aldservice.com/en/articles/expanded-fmea-efmea.html]		[2] "FMEA, BAE systems" [http://www.aldservice.com/en/articles/expanded-fmea-efmea.html]
		+
		+	[3] " UBlearns_MAE277 09: Purpose of Reverse Engineering Project" [https://ublearns.buffalo.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=/webapps/blackboard/execute/launcher%3ftype%3dCourse%26id%3d_74119_1%26url%3d]