See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/267630783

Introducing CAD/CAM and CNC machining by using a feature based

methodology in a manufacturing lab course, a conceptual frame work

Conference Paper · April 2014

DOI: 10.1109/EDUCON.2014.6826189

CITATIONS READS

2 4,253

3 authors:

Hassan Iqbal Anwar Khalil Sheikh

University of British Columbia - Okanagan King Fahd University of Petroleum and Minerals
9 PUBLICATIONS   39 CITATIONS    115 PUBLICATIONS   1,332 CITATIONS   

SEE PROFILE SEE PROFILE

M. Abdul Samad
King Fahd University of Petroleum and Minerals
32 PUBLICATIONS   519 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Production of Ti-Nb-Zr alloys for medical implants by powder metallurgy and surface enhancement View project

Fouling in Heat Ex changers and Maintenance Strategies View project

All content following this page was uploaded by Hassan Iqbal on 18 November 2015.

The user has requested enhancement of the downloaded file.

 Introducing CAD/CAM and CNC machining by
using a feature based methodology in a
manufacturing lab course, a conceptual frame
work
Hassan Iqbal, Anwar. K. Sheikh, and M. Abdul
Samad
Mechanical Engineering Department
King Fahd University of Petroleum and Minerals
31261, Dhahran, Saudi Arabia
hiqbal@kfupm.edu.sa
anwarks@kfupm.edu.sa
samad@kfupm.edu.sa
Abstract
In a continuous effort to develop and incorporate
innovative teaching styles in the Mechanical Engineering
curriculum at King Fahd University of Petroleum and
Minerals (KFUPM), a new lab course titled Advanced
Manufacturing Lab (ME-407) has been introduced, wherein
the senior students are exposed to Computer Aided Drafting
(CAD) and computer aided manufacturing (CAM). The
main objective of this course is to inculcate the knowledge in
the area of CAM software, its application in computerized
numerical controlled (CNC) machining, metrological study
and data generation for statistical analysis. For doing so, a
comprehensive project is being developed which integrates
all the above elements. This paper outlines a proposed
strategy to accomplish these targets and a set of carefully
selected activities to follow when this new course starts.
Key words: CAD, CAM, CNC Machining, feature based
machining, 2.5D machining, 3D machining, team work, frame
work
I. INTRODUCTION
CNC (Computerized Numeric Control) Machining has
been widely used in manufacturing industry form many
years. Most of the standardized codes (G and M Codes)
and CAM (Computer Aided Manufacturing) software
have made its application and learning processes easier.
Machining of very complex shapes is only possible with
CNC machines. Therefore not only in the industry but
also in the education sector, CNC is becoming an integral
part of manufacturing courses in most of the universities
worldwide.
In almost all manufacturing or mechanical engineering
programs of the universities, CNC is now an essential
part. Different teaching methodologies and
implementation of program has been discussed in the
literature. Vincetn H.Chen (2004) [1] has reported the
teaching methodology of CAD/CAM and CNC machining
through projects at Mechanical Engineering Department
of Ryerson University, Toronto, Canada. The course at
978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 811
Ryerson is based on manufacturing of a Mini Car and
Catapults through CNC Machining. The students’ team
has to design out of common kit of stock material. The
students gained the experience of importance and
intricacies of CNC machining. Debasish et al. (2004) [2]
has presented the use of CNC machining in ME250
(Introduction to Design and Manufacturing), which is a
core-course for undergraduates in the mechanical
engineering department at the University of Michigan.
This course is a mainstay in the design/manufacturing. It
provides the mechanical engineering sophomores with a
hands-on experience in design and manufacturing. The
students are trained in a CAD/CAM system (Unigraphics)
and CNC lathes and milling machines. The laboratory is a
key/integral component of the course. Laura R. Ray et al.
(2004) [3] described the design and manufacturing
laboratories based on product re-engineering that form the
core of a studio-based computer-aided design and
manufacturing course at Thayer School of Engineering,
Dartmouth College, Hanover. The course integrates
design, engineering analysis and manufacturing, provides
hands-on experience with molding and CNC
manufacturing processes incorporates rapid prototyping
within the design process, and metrology. The objectives
of the CAD/CAM course are to develop 3-D modeling
capabilities, enable students to understand and relate the
product design cycle to product manufacturing through
experiential learning, the use of design optimization
methods , hands-on experience of manufacturing
processes, and automated inspection. XunXuet al (2004)
[4] presented an approach of “Computer-aided Concurrent
Environment for Manufacturing Education” at
Department of Mechanical Engineering, The University
of Auckland. The course was being taught in second
semester of a third year, as part of the four-year Bachelor
of Engineering program. The course title was
`Manufacturing Systems' with the one seventh of the total
semester credits. They used CAD Pro/DESKTOP system
and one-year experience with the Pro/ENGINEER
WILDFIRE system for mechanical design and simple
kinematics analysis as a prerequisite. The students gained
experiences of concurrent approach of design and
manufacturing, data exchange and collaboration in CAD
and CAM, flexible NC programming for machining
technology. Ismail Fidan et al (2002) [5] has reported an
approach to use knowledge-based system (KBS)
developed for the CNC processes and its implementation
in a junior level manufacturing class at Department of
Manufacturing and Industrial Technology, Tennessee
Tech University. KBS was used for determining the
 spindle speed, feed rate, cutting time, and MRR, and then
these results were inserted into CAM software in order to
simulate the G and M code. They emphasis that such a
tool saves both time and money.
The previous under Graduate Mechanical and Applied
Mechanical Engineering program at King Fahd University
of petroleum and minerals (KFUPM), Saudi Arabia was
used to introduced CNC machining at 200 and 300 level
courses and lab sessions, which is now being upgraded in
new revised program to 300 and 400 level courses,
respectively. One such new course is the Advanced
Manufacturing Lab (ME 407). The main objective of this
up gradation was to expose the students to the more
advanced level of manufacturing technologies that are
being used in the industry locally and globally, and
prepare them for design for manufacturability through a
companion course ME406 Manufacturing and Design.
The focus of the major portion of ME 407 course in
particular, is to introduce the students to the latest trends
in the areas of CAD/CAM, whereby they are taught the
programming techniques for CNC machining in limited
time frame (5 weeks @ 3 hours per week lab exposure).
In order to make the delivery of this course more effective
and efficient a comprehensive feature based project is
proposed which integrates the various aspects of
manufacturing such as, designing, programming,
inspection, measuring and statistical analysis. Hence, the
main focus of the current paper is to highlight the salient
features of the proposed set of CAD/CAM and CNC lab
sessions in ME 407 course.
As evident from the literature review presented above,
most of the work reported in the literature is focused on
the product manufacturing such as model of a car,
catapult etc. However, the highlight of the model selected
for manufacturing in our new course, is to teach the
students all the possible basic features and machining
strategies, which are used in product manufacturing
collectively or individually. It is to be noted that all
manufactured parts are mostly a combination of 2.5 D and
3 D features.
A 2.5D machine, also called a two-and-a-half-axis mill, is
a process which translates in all three axes but can
perform the cutting operation only with two of the three
axes at a time or in 2.5D machining the cutting is
performed in XY plane with the Z axis is used only to
position the tool for depth. 3D machining is used for the
machining of non-prismatic parts, including molds and
complex organic shapes, in which all axes may move
simultaneously
Hence keeping this mind, a comprehensive model has
been chosen whereby the students shall learn the various
aspects of the 2.5D and 3D such as pocketing, countering,
facing etc.
In the following sections the methodology will be
explained in detail.
978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 812
A. CNC Machining in Manufacturing Lab courses in M.E
Department at KFUPM
Two manufacturing Labs titled “ME 206 Manufacturing
Processes I” and ME 306, Manufacturing Processes
II were taught until 2012 as a part of the previous
curriculum. The CNC machining was a part of both the
lab sessions at 200 and 300 level courses, respectively.
The titles of the various lab sessions for both the courses
are presented in Table 1. At the 200 level, the students
were just given a demonstration of how a CNC machine
operates without going into the programming part.
However, in the 300 level course, the emphasis of the
CNC lab sessions was to teach Manual G codes for linear,
circular interpolation and drilling cycle. Controller
demonstration software provided by Siemens controller
was used to simulate the tool path and finally a
demonstration was given on the CNC machine with the
student not actually designing and manufacturing a part
physically on the machine and hence essentially deprive
of hands-on experience.
1) Brief Description of the CNC lab sessions under
the old course ME-306.
a) WEEK – 1: Introduction to CNC Machines
The Lab session mainly focused on introducing the
students to the history of CNC machining, types of CNC
machines, control systems, feedback systems, tool types,
holder types, tool nomenclature, introduction to CNC G
and M Codes and a simple demonstration on the CNC
Machine.
b) WEEK – 2: CNC programming 1: milling
machine
The lab session consists of teaching the students to
various manual program writing techniques. Students get
familiar with the programing blocks. Concept of G codes
such as Job Co-ordinate system G54-59, Working Planes
G17-19, Machining Units G21,G20, Co-ordinate system
G90,91, Tool diameter compensation, rapid linear
movement G0, Linear interpolation G1, were developed
and assignments were given to write the program
c) WEEK – 3: CNC programming 2: milling
machine
This Lab session was a continuation of the previous lab
session with the addition of teaching the students circular
interpolation G2 and G3 concepts and drilling cycle G81
including practice sessions.
d) WEEK – 4: CNC programming: student project
A drawing, shown in Figure 1 is one of the projects, given
to students containing the linear, circular and drilling
features. Students have to write a program for the given
drawing and simulate it on the controller simulation
software.
 Cutting forces in turning
Lab 9 Machining project 2
process
Cutting forces in drilling
Lab 10 Machining project 3
process
Cutting forces in milling
Lab 11 Plastics processing
process
Casting 1: Mold Cutting forces in grinding
Lab 12
preparation. process
Casting 2: Cores and full
Lab 13 Plastics processing
mold casting
Lab 14 CNC demonstration Powder metallurgy
Lab 15 Industrial trip Industrial visit

B. Driving factors to revise and upgrade the courses

As stated earlier, the need was felt to upgrade the courses
to expose the students to the state of the art technologies
and practices used in the industry locally and globally.
Hence the main driving factor for this major revision in
the courses was to make our students more competent
mechanical engineers, ready for the industry which was in
line with the goal of our department. In the revised
program, more emphasis is on the design, process
planning, processes documentation and hands on
experience coupled with statistical analysis. Keeping all
this in mind, the courses were upgraded to include the
above mentioned elements to impart a more
comprehensive knowledge and practice to the students.
Fig. 1. CNC project for : ME-306: Manufacturing Process II Lab C. The New modified Manufacturing Lab courses
Session) The previous manufacturing courses ME-206 and ME-
306 were modified and split into three credit hour of
e) WEEK – 5: Introduction to CAM: Esprit CAM
theory sessions, ME-322 and ME-406 and one credit hour
software
of lab sessions, ME-323 and ME-407, respectively.
The last session of the CNC machining labs was
dedicated to introduce the students to the CAM software Even though major revisions have been made in all
(Esprit 2009). A short lecture about the introduction to aspects (All experiments) of both the lab courses, to
CAM familiarized the students with the CAM application. include the elements of design, planning and hands-on
The students import a drawing of a relatively simple part experience, the present paper shall primarily focus on the
Figure 1 in DXF format, select the tools and make a tool changes introduced in the CNC lab sessions of Advanced
path by using the 2D features and generate the CNC Manufacturing lab ME-407.
codes. Then they would compare the generated codes Table 2 shows the differences in the titles of the
with the codes in written manually in the previous lab CAD/CAM and CNC lab sessions and details will be
session. discussed in the upcoming sections.
TABLE I. TABLE II. M
ANUFACTURING LABS SCHEDULE FOR THE OLD COURSES, ME-206 AND LD AND THE REVISED CNC LAB SESSIONS
ME-306
Manufacturing Processes II - Advance Manufacturing
Lab ME 206 Manufacturing Manufacturing Processes ME 306 Lab Titles Processes - ME 407 Lab Titles
Sessions Processes I - Lab Titles II - ME 306 Lab Titles Introduction to CNC machining Introduction to CNC Machining
Workshop orientation Lab objectives and policies, CNC Manual Programing (Linear,
Lab 1 CNC programming 1: milling
and safety procedures Workshop safety procedures Circular interpolation and drilling
Gas welding demo. Introduction to CNC machine
Lab 2 Cycle)
Hands on experience machining CNC programming 2: milling CAM (CAMWORKS)
Arc welding demo. CNC programming 1: machine
Lab 3
Hands on experience milling machine CNC programming: student CNC Machining Project
TIG and MIG welding project
CNC programming 2:
Lab 4 demo. Hands on Introduction to CAM: Esprit CNC Machining Project
milling machine
experience CAM software
CNC programming: student
Lab 5 Compression test
project D. Course Objectives of ME 407
Introduction to CAM: Esprit
Lab 6 Sheet metal formability
CAM software The objectives of the CNC machining sessions of the
Rapid prototyping: Advanced Manufacturing lab for ME 407 is set to
Lab 7 Dimensional metrology Exposure to additive inculcate the students with the knowledge and hands on
manufacturing
Lab 8 Machining project 1 Dimensional metrology
978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 813
 experience of manufacturing (CNC machining) processes, surface (3D) features as shown in Figure 2. The
through the following steps:- geometries of the features are, circular, rectangular and
elliptical which shall give the students an opportunity for
1. Development of a soft model by CAM learning to machine different geometries. Different
applications heights have been selected for each feature to help them
2. Process Planning and Selection of Operational learn about the various parameters. The machining
strategy was based on roughing and finish cut which is
parameters
described in Table 3. With this model, the students will
3. Machining Setup learn 2.5 D and 3D features, machining strategy and
4. Operational sequences process parameter selection. Moreover, after
5. Machining of actual part manufacturing the model the students shall use it to
6. Measurements of machined parts and preparation measure the dimensions and surface finish of each
of inspection report component in a subsequent metrology lab and statistically
analyze of the data for quality assessment and process
In the previous course, students only learnt simple 2D capabilities using Excel and a statistical software
machining through manual writing of G and M Codes and STATGRAPHICS.
simulate their work on customized machine software. It B. CAD Model
was observed that the students missed the actual working
As discussed earlier, most of the manufactured parts are a
concept of machining and intricacy of the CNC
combination of various features such as pocketing, facing,
machining such as selection of tools, tool path planning,
contouring as shown in Figure (2).
fixing job on the machine, relation between the CAD and
CAM model and actual machining, selection of post
processor and finally its metrological measurements and Contouring Pocketing
analysis.
Thus, the focus of the new course is to introduce the
students some very important elements of CNC 3D Profile Pocketing
machining with a feature based project consisting of well-
designed sequence of various fundamental features which
are normal part of any complex machining situation, and
emphasize the designing, programming, and hands on
experience of computer aided manufacturing. The Drill Holes Contouring
improved lab sessions are designed to expose the
students to the concepts of CNC machining process Fig. 2. An industrial part with 2.5 D and 3D features
planning such as, selection of machining process,
selection of tools based upon process and material, Proposed project model is based on feature based
selection of cutting parameters, preparation of operational machining learning process. This approach is adopted
sheets, orientation of CAD model in CAM software because the machined parts are combination of 2.5 D and
linked with actual machining, selection of machining 3D features such as a typical industrial part as shown in
strategy and parameters, tool path editing, understanding Figure 6. While designing the machining strategy, each
of G and M Codes and their editing, selection of feature is dealt separately. Good knowledge to machine
postprocessor, cutting behavior of machine and its effect features individually will be helpful to machine those
on dimensional metrology. features in combination.
Based upon this, the part model that was selected and its
II. DETAILS OF THE NEW PROJECT/MODEL CREATED feature details are given in Figure 3 and Table III. The
FOR THE NEW CNC LAB SESSIONS
CAD model (Figure 3) consists of ten (10) features for 2.5
A. Objectives D machining and 3D machining.
In view of the above objectives a comprehensive featured
based model, the details of which are given in the
following section has been created after a lot of
brainstorming. . The students will learn most of the
machining concept and will be able to produce or plan the
process or production in future. Students will be given the
2-D drawing of the part. Machine parts mostly consist of
boss, pocket or multi surface features. Hence, the model
has been created keeping in mind to teach CNC
Machining by feature based machining approach so that
students will be familiar and able to machine almost all
the features mentioned above. The developed model Fig. 3. Part Model for machining
consists of three bosses, three pockets and two multi
978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 814
 TABLE III. Step 1: Facing of feature 9 M
MACHINING FEATURES
Step 2: Contouring of features 1,2 and 3
Features Details Machining strategy Step 3: Facing of boss features
1 Circular boss 2.5 D Machining, Countering and Step 4: Pocketing of features 4,5 and 6
facing, Climb milling
2 Elliptical Boss 2.5 D Machining, Countering and Step 5: Rough machining multi surface feature 8
facing, Climb milling Step 6: Rough pocketing multi surface feature 7
3 Square Boss 2.5 D Machining, Countering and Step 7: Finishing machining of multi surface feature
facing, Climb milling Step 8: Finishing Pocket of multi surface feature
4 Circular Cavity 2.5 D Machining, cavity, Climb
milling
5 Elliptical Cavity 2.5 D Machining, cavity, Climb
milling 5 6
3
6 Square Cavity 2.5 D Machining, cavity, Climb
milling
2 9
7 3D Boss, Multi 3 D Machining, Rough and finish
surface feature machining ,Z-level
8 3D Cavity, Multi 3D Machining, Rough and finish 1
surface feature machining ,Cavity Machining 8
9 Facing, removing 2.5 D Machining, Facing with
extra material Island Machining. 4
7
C. CAM
1) Selection of CAM software (CAM Works 2013)
Students in the ME department at KFUPM learn Solid Fig. 4. Features to be machined
works as the CAD software in a prior course, ME 210.
Keeping in view of the familiarization of students with D. Proposed Teaching Methodology
solid works interface; CAMWorks CAM software is The manufacturing lab in Mechanical Engineering
selected over the currently used ESPRIT 2009. In the old Department at KFUPM consists of a machine shop
CNC lab sessions students had to understand a new (Figure 5) and lecture rooms. Lecture rooms (Figure 6)
interface of ESPRIT 2009 software, which lengthens the are well equipped with ’PC's installed with CAD software
learning process. The integrated CAM application is a (Solid Works) and CAM software (CAMWORKS).
seamless way to transfer from CAD to CAM application.
It will be helpful for students in following ways

• Smooth transition of students from CAD to

CAM software.
• No need of conversion of data in IGES or other
exchangeable formats
• Lab technicians are also familiar with solid
works so they will easily learn the new software.
• Software will be helpful in case of foreseeable
Fig. 5. A view of the Lab
addition of new CNC machines in workshop
such as CNC Wire EDM, CNC Lathe (Turning
Machines), 5 Axis CNC milling machine

During CAM learning sessions, students will learn the

2D, 2.5D and 3D machining. Feature details are already
described in the previous section.
To give the understanding of the operations to the
students, the emphasize on machining time and
optimization is neglected. Instead of removing extra
material form the job before starting feature machining,
students will perform feature based 2.5 D, boss machining
with different strategies on features 1,2,and 3, 2.5 D,
cavity machining with different strategies on features
4,5,6 and 3D roughing and finishing machining on feature Fig. 6. A view of the Lab
no 7 and 8. Feature 9 and 10 will give the concept and
knowledge of removal of extra material, preparation of
work piece and sizing of the job. The CAM steps are
mentioned below Each lab session consists of 15 to 18 students who are
able to access this software individually on a computer.
978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 815
 The machine shop has three CNC knee type milling
machines with standard industrial controller, FANUC
compatible, installed on each one of them. In the
proposed strategy we intend to divide each class into 4
groups of 4 to 5 students per group to work on the CNC
machine. The students will go through a sequential
process of learning and training of CNC machining, in the
following sequence:-
• The introduction to CNC machines
• Job setup on the machine
• Learning of manual G & M codes
• 3D modeling using CAD software (Solid
Works),
• Transferring the data from CAD to CAM
software (CAMWORKS),
• Defining the machining features,
• Defining the machining process, selection of
tools and machining strategies, generation of
tool path,
• Selection of post processors,
• Posting of G and M Codes
• And finally ending with hands on experience of
actual machining of the component on the CNC
milling machine.
• Each group will produce one part the details of
which are have been mentioned in the above
sections.
• The parts produced by each group will be
measured for dimensional accuracy and surface
finish.
• Students will conduct statistical analysis of
these measured values and study the process
capabilities for dimensional accuracy and surface
finish.
• Students will write a comprehensive project
report.
The highlight of the proposed strategy is that it tries to
incorporate the various elements of the CNC machining
from the inception of the design to the inspection and
analysis of the data and in the process teaches the students
about the planning and the practices to be followed during
the machining. To create competence in students to make
real life CNC program by learning through a feature
based machining.
III. DETAILS OF THE NEW CNC LAB SESSIONS
TABLE IV.
HOWS THE DETAILS AND THE TASKS TO BE CONDUCTED IN THE NEW LAB
SESSIONS:
Lab
Sessions Title Expected Task
978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 816
Lecture slides including, Introduction
to CNC machine, control systems,
feedback system, tool holding device,
job clamping device, milling tools,
tools nomenclature. How to setup job
LAB 1 Introduction
on machine, Concept of milling tools,
Actual setup of job on machine,
demonstration and practice of job
clamping on machine bed, CNC
machines and machining videos
Understanding and Interpretation of
CNC program and codes such as G17,
Manual
LAB2 G54, G21, G00, G01, G02,G03 and
Programing
some M Commands, training, practice
of manual programing, homework
Training of CAM software, concept of
CAM
LAB 3 CAM operations sequence, Concept of
Software
post processor
By using CAM software generation of
LAB 4,5
CNC milling
Codes. Job setup on machine and
Project
manufacturing
A. Lab 1: Introduction of CNC machining
Session will be consisting of the following tasks:
1) Introduction of CNC machines, types, parts,
functions, demonstrational videos
A Lecture will be delivered about the CNC machines, it
will be a an up graded revision of the lecture already
given to them in the 300 level course ME 323,
Manufacturing Processes .Lecture slides consist of ,
Introduction to CNC machine, control systems, feedback
system, tool holding device, job clamping device, milling
tools, tools nomenclature. After the lab lecture, students
will be taken to the machine shop and will be shown
physically all the parts of the available CNC machine(s).
2) Setting up job on machine, hands on practice for
students.
After the introduction to the CNC machine and its parts,
the instructor or the machine operator will demonstrate
the movement of all axes, machine homing, machine co-
ordinates, absolute co-ordinates, incremental coordinates,
fastening of job on the machine, use of edge finder to find
the required starting point on the job, saving machine co-
ordinates to job co-ordinates, tool holding on the machine
and ATC (Automatic Tool Changer) , and saving tool
information to the controller. After the demonstration and
instructions, each group of the students will repeat the
activity for hands on practice
3) Types of milling tools and selection criteria
Instructors will introduce the students to the various tools,
their materials, sizes and types and selection criteria. At
this point, the students will be introduced to the
project/part drawing by the instructor which they shall be
manufacturing in these lab sessions. S The material for the
job will be selected as Aluminum and high speed steel
milling cutters will be used for machining. Instructors will
provide the information of size, material and types of
tools to the students. Students have to find the machining
 parameters such as cutting feed and spindle speed from
the machinery hand books.
4) Development of 3D CAD model
Based on their previous knowledge of drawing, graphics
and Solid Works (CAD) which is taught in an another
course ME 210 ,titled ME Drawing and Graphics, they
will build 3D solid model of the drawing provided. They
will also add machining tolerances. The surface modeling
will not be considered because solid model is enough to
use in the lab sessions.
B. Lab 2: Manual Programing
Instructors will give a detailed lecture on G and M codes.
Session will be consisting of following basic codes
information. Standard codes based on FANUC will be
taught. Some of the details are given as follows:-
a) Initial program information
b) Rapid linear movement G00,
c) Linear interpolation G01
d) Circular interpolation G02,G03
e) M03,M06, Codes
f) Practice of manual programing, homework
Students will write the small programs based on linear,
circular and drilling cycle. This session will give the
concept of codes. Students will be able to read the codes
generated by CAM software and edit if necessary. Written
programs will be simulated and debugged by using the
simulation software.
C. Lab 3: CAM Applications (CAMWORKS Software)
Session will be consisting of following tasks; the CAD
model developed in lab session 1 will be used for CAM
learning. After this session, the students will acquire the
following knowledge:-
a) Application of CAM software,
b) Concept and selection of machining features
c) Concept and selection of machining strategy
(2D, 2.5 D and 3D)
d) Concept and selection of tooling and machining
parameters
e) Concept and selection of CAM operations
sequence
f) Concept and selection of post processor
g) Generation of G and M Codes
h) Editing of G and M Codes
D. Lab 4: CNC Project
Session will be consisting of the following tasks; the
CAM model developed in lab session 3 will be used for
Machining. After this session, the students will acquire
the following knowledge:
a) Machine safety
978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 817
b) Job setup on machine
c) Uploading of Codes
d) Tool Height offset settings
e) Machining of job
As mentioned earlier each class will be divided in sub
groups of 4 students and each group will prepare one part,
for a subsequent lab session on metrology, wherein the
students will learn measurement techniques for different
machine features of the machined parts and will prepare
the inspection report by comparing the results of
measurements with CAD data. The measurements of
different parts will provide various realizations of the
machining processes and a statistical analysis of
dimensional and surface roughness measurements will be
performed to estimate the various process capability
indices.
The computer code for the proposed part, tools selection,
process planning sheet, various steps (images) of part
being machines and a physical realization of the machined
part is shown in figures.
Fig. 7. Visualization of the final part after machining
IV. CONCLUDING REMARKS
The feature based machining approach has been adopted
to inculcate the understanding of CNC machining and use
of CAM to the students. CAD model designed in this
study is consists of the combination of 2.5 D and 3D
features. These features are boss, cavity or multi surfaces.
These basic features are collectively make complex parts.
The understanding of 2.5 D and 3D features will help the
students to machine the complex parts.
The improved course is consist of detail introduction of
CNC systems, manual code writing, use of CAM, process
planning and selection of machining parameters according
to work piece material and cutting tool.
Integrated CAM application with CAD software is helpful
for the smooth transition of CAD to CAM and is expected
to shorten the learning time of the students but with a
greater depth than the existing course.
Hands on experience will enhance the skills of students to
understand the process limitation and trouble shooting on
shop floor in their future industrial carrier.
Fine refinement and estimation of the student response
will be analyzed at its implementation stage.
 V. IMPLEMENTATION PLAN
Since ME407 will be a multi section course taught by I
group of lab instructors. Various instructors teaching the
course will be trained in the semester preceding the
offering of the course. The actual implementation of this
proposed course framework was done in a subsequent
semester and the lab experience of implementation will be
presented in a future paper.

VI. ACKNOWLEDGMENT
Authors of this paper thankfully acknowledge the support
of King Fahd University of Petroleum and Minerals
(KFUPM) to provide excellent lab facilities in form of
ME workshop and Rapid Prototyping Lab. of ME
Department, as well as needed materials and human
resources to develop the lab course (ME407) described in
the paper.

VII. REFERENCES
[1] Vincent H Chen, Learning CAD/CAM and CNC Machining
through Mini Car and Catapult Projects, Inj.J. Engng Ed.Vol.20
No.5,pp. 726-732, 2004
[2] Debasish Dutta, Donald E. Geister, Gretar Tryggvason,
Introducing Hands-on Experiences in Design and Manufacturing
Education, Int. J. Engng Ed. Vol. 20, No. 5, pp. 754-763, 2004
[3] Laura R. Ray, Paula M. Berg, Kevin Baron, Design and
Manufacturing Education through Re-engineering Products, Int. J.
Engng Ed. Vol. 20, No. 5, pp. 703-712, 2004
[4] Xun Xu And Miro Duhovic, Computer-aided Concurrent
Environmentfor Manufacturing, Education, Int. J. Engng Ed. Vol.
20, No. 4, pp. 543-551, 2004
[5] Ismail Fidan and Ahmed Elsawy, The Development of a
Knowledge-BasedEngineering Tool for CNC Machining, Int. J.
Engng Ed. Vol. 18, No. 6, pp. 732-735, 2002

978-1-4799-3190-3/14/$31.00 ©2014 IEEE 3-5 April 2014, Military Museum and Cultural Center, Harbiye, Istanbul, Turkey
2014 IEEE Global Engineering Education Conference (EDUCON)
Page 818

View publication stats