PSR 6 Feb09 by HC12100100315

VIEWS: 2 PAGES: 38

									                                     NSRP INTERIM REPORT
                                            6 Feb 09
                                       Submitted by Graham Chamberlain



                   MODERN SHIPBUILDING DESIGN
References:             (all attached below)
                Telecon minutes 6 Jan 09
                Telecon minutes 27 Jan 09
                Telecon minutes 3 Feb 09
                Latest version of the Structure Teaching Plans (dated 5Feb09)
                Latest version of the Structure Performance Assessment (dated 5Feb09)

CURRENT STATUS
   1. Progress on the Modern Shipbuilding Design courses during this period has involved a wide
      range of participants. With the above the line development completing prior to Christmas,
      participants have been focused on identifying appropriate resources and reviewing the details of
      the Electrical and DFP courses.
   2. The project remains on time and on budget.

JAN/FEB 09 PROGRESS
   3. Attached below are the minutes of the recent teleconferences. Also below are the latest
       iterations of the Structure Learning Plans and Performance Assessment Tasks. It is intended that
       Dick Boutwell will meet this week or next with Kim Vosicky (WIDS, Mobile) and Graham
       Chamberlain (SSI Victoria, and Project Lead) to review both these two documents, and the
       similar ones from each of the other courses.
   4. Progress was impacted in January by Graham having to conduct ShipConstructor training, for
       two weeks, in Mexico City, and other project work that pulled Kim from this project. Happily, a
       number of other participants were able to move the courses forward. Of note, Val Parker at Art
       Anderson was able to move the Electrical course towards completion, and Tom Neyhart of
       Northrop Grumman did likewise for the DFP course. Both Paula Langteau of the University of
       Wisconsin (Marinette) and Patricia Miles of the University of South Alabama have been very
       active providing ECB and Panel presentations on the project, and actively marketing the courses
       to various target audiences. Shawn Wilber ensured that communications between all
       participants was maintained, and worked on the SNAME connection for the courses.
   5. The loss of Trisha Ringer from the Bender Shipyard participants impacted the cataloging and
       uploading of resources – she had been ensuring copyright compliance and resource naming
       conventions. Another Bender employee has been volunteered to help cover these
       responsibilities, but a change of a key participant after almost 2 years of direct involvement in
       the course development process will understandably have a negative impact.
    6. With Graham and Kim now meeting on a daily basis with other participants, the DVD deliverable
       containing the courses and all resources is currently being created. All files are formatted for
       ease of use in either a face-to-face course or for ease of uploading into an LMS such as D2L.

ISSUES and CONCERNS
    7. A one week no-cost extension of the project completion date has been asked for to ensure
       maximum participation at the wrap up session. It is critical that both Universities attend this
       session as the onus will then rest on them to implement these courses.
    8. Key participants recognize that there may be a need for a working meeting mid March if review
       of the courses by the larger group identifies any major holes in any of the courses. Instructors of
       the current AMSD course have volunteered to work through this project’s courses to ensure a
       consistent approach, and to look for competencies that need bolstering.
    9. The issue of instructor training was raised by UofW (Marinette) staff, and will require careful
       consideration during the participant teleconferences through March.

CONCLUSION
   10. Producing 4 courses within a budget similar to that which produced one course last year implies
       that the current team of participants is building from last year’s experience and working
       smoothly - a well oiled team. Given that a large number of key participants have freed up their
       schedules for Feb09 and early Mar09 to work on this project, consensus is that this project will
       complete successfully on time and to a higher level of quality than achieved in the AMSD course.
   11. Key into early March09 will be the level of comfort by the Universities that the training of
       instructors for these “advanced” courses is in fact achievable. Also in that time frame will be the
       circulation of beta copies of all the courses and materials to current AMSD instructors for their
       feedback.
                                   TELECONFERENCE NOTES
                                    6 Jan 2009 1300pm CDT
ATTENDEES
      Shawn Wilber             Bender Shipbuilding & Repair Co, Mobile
      Val Parker               Art Anderson, Bremerton
      Patricia Miles           University of South Alabama, Mobile
      Sharon Huntly            University of Wisconsin, Marinette
      Tom Neyhart              Northrop Grumman, Pascagoula
      Drew Haines              Murray & Associates, Fort Lauderdale
      Graham Chamberlain       ShipConstructor, Victoria (scribe)

DISCUSSION
   1. The majority of participants joined in at 1400 hours.
   2. Sharon and Graham had a lengthy discussion on the marketing of these courses, and target
       groups available to UofW (Marinette). Val volunteered to gather feedback from the Art
       Anderson staff that had just completed the latest on-line course.
   3. At 1400 hours Shawn provided an update on the reporting process. He also detailed some of the
       staff changes that had occurred at Bender Shipbuilding.
   4. There was discussion about the Feb 4th meeting being held near Mobile, and the hope that the
       SNAME link could be strengthened.
   5. Graham provided a plan and timeline for the Structure and Piping courses – he will be in Mexico
       City training for 2 weeks mid January, but then has basically all of Feb 09 to work with Kim to
       refine the activities and create appropriate models for the courses.
   6. Tom talked about his upcoming medical leave, and his plans around completing the DFP matrix.
   7. It was agreed the next teleconference would be held Jan 27th at 2pm CDT
   8. The meeting ended at 1430, with thanks to all.
                                   TELECONFERENCE NOTES
                                   27 Jan 2009 1400pm CDT
ATTENDEES
      Shawn Wilber             Bender Shipbuilding & Repair Co, Mobile
      Patricia Miles           University of South Alabama, Mobile
      Graham Chamberlain       ShipConstructor, Victoria (scribe)

DISCUSSION
   1. Shawn provided an update on the handling and accounting for the teaching resources collected
       to date. He has been in discussion with Kim and has a plan include the appropriate Bender
       resources identified by Trisha. Shawn indicated that he expects Rob can be tasked with inputting
       these resources
   2. Graham outlined his continuing discussions with Kim, and the expectation that both their
       schedules will be clear in February for NSRP work.
   3. Shawn provided a quick overview of the Crosscut and ECB meetings planned for the near future.
       Paula presented today at the ECB meeting, and Patricia will be presenting early Feb at the
       Crosscut one.
   4. Shawn expressed satisfaction with the overall progress of this project – it was noted that the
       majority of the above the line work was completed prior to Christmas, and that February will
       see the below the line work brought close to completion.
   5. The meeting ended at 1445, with thanks to all.
                                   TELECONFERENCE NOTES
                                   3 Feb 2009 1300pm CDT
ATTENDEES
      Shawn Wilber              Bender Shipbuilding & Repair Co, Mobile
      Dick Boutwell             Northrop Grumman, Newport News
      Val Parker                Art Anderson, Bremerton
      Paula Langteau            University of Wisconsin (Marinette)
      John Walks                Northrop Grumman, Pascagoula
      Kim Vosicky               WIDS, Mobile
      Dave Bennett              Northrop Grumman, Newport News
      Patricia Miles            University of South Alabama, Mobile
      Graham Chamberlain        ShipConstructor, Victoria Canada (scribe)

DISCUSSION
   1. Graham provided an overview of the work flow for the past 3 months. The majority of above the
       line work was completed in December, with Kim and the various stakeholder shipyards and
       design agencies working on compiling appropriate resources through January. Kim and Graham
       started work yesterday on now assigning resources to activities and preparing the deliverables
       for these courses. This should take the majority of February to complete.
   2. Kim thanked the wide base of those volunteering resources.
   3. It was noted that Paula has been active in front of various Panels and ECBs promoting the
       courses, and that Patricia will be presenting at the CrossCut Panel this Thursday. John indicated
       he had heard good reviews and highly positive comments from panel participants attending the
       briefings.
   4. Shawn noted to the group that all reports for the project are now up to date.
   5. Lengthy discussion ensued around the need to involve Dick Boutwell in a review of the courses
       prior to their completion. It was expressed that it is too early right now to assess whether a
       “working meeting” will be required for one or more of the courses, but it was agreed that Dick’s
       approval and/or input should be sought as soon as possible – even if this was only on-line. There
       was concern that waiting into the end of February for a face-to-face opportunity was at odds
       with trying to wrap up the courses – especially as Structure is near complete and the DFP one
       will be the focus into early March. It was agreed Shawn will contact him tomorrow, that Kim will
       provide him access to all content, and a GoToMeeting session detailing the actual course design
       process used, and that Graham and Kim will spend time working with Dick hopefully this week
       or next.
   6. Dates for the final program meeting were then discussed. Numerous suggestions were made
       (around ShipTech, etc) – in the end Shawn tentatively suggested March 19th in New Orleans (the
       Hampton Inn Elmwood, and the UNO facility at Avondale), but will approach ATI to allow a no-
       cost project extension into the week of March 23rd. Doing so would allow fuller attendance of
       key participants than if the meeting were to be held the 19th.
   7. Dick joined the teleconference at 1450, which lead to an animated exchange of ideas and
       suggestions. Kim and Shawn will both be in contact with Dick as decided in 5 above.
   8. The meeting ended at 1605, with thanks to all.
Teaching Notes 1
2D Scantling Drawings
Information

Target Competency

Analyze a 2D scantling drawing

          You will demonstrate your competence:

          o by completing the blank scantling drawing provided

          Your performance will be successful when:

          o drawing includes correct steel thicknesses

          o drawing includes correct steel grades

          o drawing includes correct profile names and appropriate labels

          o drawing includes correct regulatory references

          o drawing includes revision number

          Learning Objectives

          a. Discuss how ABS/NVR contracts effect design

          b. Review contract documents (specs)

          c. Review terms and shapes

          d. Review scantling drawings

          e. Apply mold line definitions theory, including line continuity

          f. Review the impact of structural design development through the various design phases




    Learning Activities/Assessment
#                                                    Teaching Notes
    Activities

1. RESEARCH ABS , Lloyds , NAVSEA , IMO ,            LO: Discuss how ABS/NVR contracts effect design
   and NVR requirements dealing with lightening
   holes in wing tanks. CREATE a document that
  summarizes your findings. SHARE your results
  with others in an instructor-led discussion.

2. VIEW the provided contract documents and            LO: Review contract documents (specs)
   initial vessel drawings including: Drawing S1.1,    RESOURCES: THIS ONE TOO? -
   Drawing S1.2, Drawing S1.3, Drawing S1.4,           MM_SL1A1_8010101A.dwg
   Drawing S1.5, Drawing S1.6, Drawing S1.7,           Drawing_S1.1 = MM_SL1A1_8011501B.dwg
   Drawing S1.8, and Drawing S1.9 NOTE design          Drawing_S1.2 = MM_SL1A1_8011502B.dwg
   details that conflict with the ABS requirements     Drawing_S1.3 =
   you researched. PARTICIPATE in a discussion         BSI_SL1A2_AMT_Marine_ContractDocs.doc
   about these conflicts.                              Drawing_S1.4 = MM_SL1A1_8011503B.dwg
                                                       Drrawing_S1.5 = MM_SL1A1_8011504B.dwg
                                                       Drawing_S1.6 = MM_SL1A1_8011601-.DWG
                                                       Drawing_S1.7 = MM_SL1A1_8011701a.dwg
                                                       Drawing_S1.8 = MM_SL1A1_8011702a.dwg
                                                       Drawing_S1.9 = MM_SL1A1_8011801a.dwg

3. REVIEW the 3D model Profiles Catalog.               LO: Review terms and shapes RESOURCES:
   RESEARCH three other commonly used                  Drawing_S1.10 =
   shipbuilding shapes. REVIEW the Glossary of         SL1A3_Non_Standard_Shape_Example_W6x12.dwg
   Shipbuilding Terms and Shapes document and          WEB LINKS - Possible review of terms activity-
   Drawing S1.10 to ensure your comprehension of       NEED: Shipbuilding Terms and Shapes = Glossary
   the terms used in the diagrams. CHECK YOUR          Resource from AMSD course
   COMPREHENSION using the COMPLETE the
   practice activity to confirm your recognition of
   ship-based shapes.

4. EXAMINE provided scantling drawings S1.11,          LO: Review scantling drawings RESOURCES: S1.11
   S1.12 and S1.13. NOTE from the drawings the         = SC_SL1A4_FR61 jpeg
   steel thicknesses for each specific plate part in   S1.12 = SC_SL1A4_FR61-DWG S1.13 =
   the drawings. MARK UP and LABEL blank               MUR_SL1A4_Scant1.pdf
   scantling drawings with realistic thicknesses.
   CONFIRM appropriate steel thicknesses and
   grades in the 3D model's Structure Stock
   Catalog. STANDARDIZE scantling thicknesses
   in accordance with DFP principles and correctly
   annotate the scantling drawing for this revision.

5. REVIEW mold line conventions in provided           LO: Apply mold line definitions theory, including line
   S1.14 drawing. PREPARE for discussion.             continuity RESOURCE: S1.14 =
   EXAMINE the existing 3D model for correct          SC_SL1A5_ThrowCONV.jpg
   throw directions fore and aft, port and starboard.

6. GENERATE a third view from two given                INSTRUCTOR NOTE: choose from scantling
   scantling views. Drawing will include correct       drawings already seen by the student.
   profile names and scantlings.

7. Using plate stock and profiles from the 3D          RESOURCES: Scantling Drawing Performance
  modeling catalog, realistically COMPLETE the            Assessment Task (model building as per suggestions
  blank scantling drawing provided. USE the               from group - Scott notes shell plate thickness
  Scantling Drawing Peformance Assessment                 change; bracket alignment; something simple - not
  Task scoring guide for a list of criteria you will be   entire ship)
  evaluated on. Your instructor will evaluate and
  provide feedback on your completed work.
  NOTE: This activity assesses your
  demonstration of the learning plan's targeted
  competency.




Learning Materials/Objects

ShipConstructor. FRAME 61.dwg.

ShipConstructor. Frame61.jpg.

ShipConstructor. SC_ThrowCONV.jpg.
Teaching Notes 2
Scantling Drawings and the Build Strategy
Information

Target Competency

Correlate scantling drawings to build strategy/module breakdown

         You will demonstrate your competence:

         o by editing an existing build strategy to reflect new assembly station constraints

         o by creating a new plate part naming convention and applying it to a portion of the build
         strategy

         Your performance will be successful when:

         o editing the build strategy includes a new or different cranage constraint

         o editing the build strategy creates new panel or sub-assembly level

         o editing the build strategy results in parts being assigned new names

         o a new naming convention is correctly displayed on selected plate parts

         o a new naming convention uses new static and database items

         Learning Objectives

         a. Explore the theory of design build strategy by discipline

         b. Define methods of production, definitions of outfitting, unit breakdowns (grand blocks,
         blocks), and their impact on structural design

         c. Examine facility/building/equipment manufacturing limitations

         d. Identify how to break out sub-assemblies from larger assemblies

         e. Create naming conventions so a part's name reflects its appropriate level within the build
         strategy




#   Learning Activities/Assessment Activities Teaching Notes
1.   VIEW a demonstration or the video on Product        LO: Explore the theory of design build strategy by
     Hierarchy. EXAMINE the provided build strategy      discipline RESOURCES: Product Heirarchy =
     in the 3D model. IDENTIFY block, panel and          SC_SL2L1_S8old.swf BSR_SL2A1_SWBS.doc
     assembly constraints and strategies shown in this   (TO BE OBTAINED) SC 3D MODEL
     model. DISCUSS and SUMMARIZE possible
     reasons for these strategies.

2.   RESEARCH and DEFINE the following terms or LO: Define methods of production, definitions of
     concepts: modular construction, outfitting, unit outfitting, unit breakdowns (grand blocks, blocks),
     butts, standard parts, grand blocks, sub-sub     and their impact on structural design
     assemblies, down hand welding, green standards,
     and pre-outfitting. PROVIDE an example from the
     3D model in the previous activity. CONTRAST
     your work with others in the class.

3.   RESEARCH and DEFINE the following terms or LO: Examine facility/building/equipment
     concepts: work station dimensions/constraints,         manufacturing limitations - Add overview of DFP
     transporters, turning station, and lifting capacities.
     PROVIDE an example from the 3D model in the
     previous activity. EXAMINE an existing shipyard's
     capabilities with respect to the above constraints.
     CONTRAST your work with others in the class.

4.   RE-DEFINE the build strategy in the provided 3D LO: Identify how to break out sub-assemblies from
     model to REFLECT a crane limit of 32 tons and   larger assemblies RESOURCES: SC 3D Model
     an increased usage of standard parts.

5.   EXAMINE existing naming conventions within the      LO: Create naming conventions so a part's name
     3D model. VIEW a demonstration or video on          reflects its appropriate level within the build
     Naming Conventions. CREATE a new plate part         strategy RESOURCES: (1). Editing an Existing
     naming convention and APPLY it to one of the        Build Strategy and Plate Part Naming
     assemblies created in the previous activity.        Performance Assessment Task (2) Conventions
     CONFIRM the new plate part names are as             and Build Strategy Performance Assessment
     expected. ACCESS the Editing an Existing Build      Task (3) Naming Conventions =
     Strategy and Plate Part Naming Conventions and      SC_S2L5_S9.swf; (4)
     Build Strategy Performance Assessment Tasks.        MMG_SL2A5_NamingConvention.jpg (TO BE
     USE the scoring guide for criteria you will be      OBTAINED) BSR_SL2A5_NamingConvention.jpg
     evaluated on. NOTE: This activity assesses your     (TO BE OBTAINED)
     demonstration of the learning plan's targeted
     competency.




Learning Materials/Objects

SC. SC_SL2L1_S8old.swf. Media: Video. Description: New title will be
SL2L1_Product_Hierarchy_Video..
WIDS. Build Strategy Performance Assessment Task. Media: PAT - MS Word.

WIDS. Editing and Existing Build Strategy and Plate Part Naming Conventions PAT. Media: PAT-MS
Word.
Teaching Notes 3
Creating 3D Parts in a Planar Group
Information

Target Competency

Create 3D parts in a planar group

          You will demonstrate your competence:

          o by creating realistic frame parts within a planar group without interferences

          Your performance will be successful when:

          o frame parts include flanged brackets

          o frame parts include lightening holes with face plates

          o frame parts include stiffeners with unique end cuts

          o frame parts include corner treatments (rat holes)

          o frame parts are replicated

          o frame parts are mirrored

          o frame parts do not intersect other frame parts

          o frame parts include twisted stiffeners

          o frame parts include appropriate cutouts

          Learning Objectives

          a. Create brackets and gussets (flanged and standard parts)

          b. Create basic structural parts including stiffeners, snipes, rat holes, cut outs, limber holes,
          water and oil stops, bevels and edge preparation

          c. Change the UCS within a given planar group

          d. Apply end cuts

          e. Create penetrations and major cut outs
            f. Apply best practices for replicating and mirroring with respect to part relationships

            g. Consider how adding green, weld shrinkage icons, and bevel and flange standards impact
            structural parts

            h. Detect structural interference within a 3D model




#    Learning Activities/Assessment Activities Teaching Notes

1.   VIEW a demonstration or video on Flanges and           LO: Create brackets and gussets (flanged and
     Standard Parts. EXAMINE 3D model for existing          standard parts) RESOURCES: (1) NEED SC
     standard parts and the flange catalog. CREATE          VIDEO ON FLANGES AND STANDARD PARTS
     three (3) standards brackets - one (1) being           (2) S3.1 = MMC_SL3A1_StandardParts.dwg (3)
     flanged. CREATE two (2) new flange standards.          S3.2 = BSI_SL3A1_100-007.dwg
     EXPORT these to a peer's project. GRAHAM               (4) S3.3 = BSI_SL3A1_100-008.dwg
     HOW DO WE USE RESOURCES 2-4 IN THIS                    (4) S3.4 = BSI_SL3A1_100-009.dwg
     ACTIVITY?                                              BSI_SL3A1-100-010.dwg
                                                            BSI_SL3A1_100-014.dwg
                                                            BSI_SL3A1_100-016.dwg
                                                            BSI_SL3A1_100-027.dwg
                                                            BSI_SL3A1_100-064.dwg
                                                            BSI_SL3A1_100-076.dwg

2.   LEARN MORE about stiffeners, snipes, rat holes,        LO: Create basic structural parts including
     limber holes, lightening holes, water and oil stops,   stiffeners, snipes, rat holes, cut outs, limber holes,
     bevels, major cut outs, and edge                       lightening holes, water and oil stops, bevels,
     preparation.VIEW a demonstration or videos on          major cut outs and edge preparation
     Corner Treatments and Lightening Holes and             RESOURCES: (1) Creating Frame Parts =
     Creating Frame Parts NOTE class rules requiring        SC_S3L2_S10.swf (2) Corner Treatments and
     face plates on lightening holes on frame parts.        Lightening Holes = SL3A2_S10B.swf
     EXAMINE the 3D model for existing examples of
     each. CREATE four (4) examples of each within
     the model.

3.   VIEW the demonstration or video on Activating      LO: Change the UCS within a given planar group
     UCS from an Object. CREATE two (2) non-planar RESOURCES: Activating UCS from an Object =
     stiffeners and PRACTICE placing standard           SC_SL3A3_S6.swf
     brackets onto these stiffeners in various planes.
     ADD four (4) realistic brackets to Frame 61 within
     the model.

4.   VIEW the S3.4 drawing and demonstration or             LO: Apply end cuts RESOURCES: (1) WHO WILL
     video on End Cut Creations. PRACTICE creating          CREATE MS WORD DOCUMENT WITH
     parametric end cuts applied to all angle profiles.     IMAGES OF SIX SAMPLE END CUTS FOR THE
     CREATE within the 3D model the six (6) end cuts        STUDENTS TO CREATE WITHIN THE 3D
                                                            MODEL (2) End Cut Creations = SC_SL3A4_S12
     shown in XXX document.                               (3) S3.4 = MMC_SL3A4_Endcuts.dwg

5.   VIEW the demonstration or video on Cutouts.       LO: Create and apply stiffener cutout within a
     APPLY automatic cutouts as directed in the given model RESOURCES: Cutouts = SC_S13.swf
     3D model. CREATE a new profile cutout and
     using that profile, add two (2) stiffeners to the
     model and apply the new cutout.

6.   VIEW the demonstration or video on Creating          LO: Create penetrations RESOURCES: (1)
     Penetrations and Penetration Standards.              BSR_SL3A5_HolesBK.doc (2) Creating
     EXAMINE the 3D model for existing penetration        Penetrations = SC VIDEO TO BE CREATED (3)
     standards. CREATE two (2) new penetration            Penetration Standards = SC VIDEO TO BE
     standards and APPLY these to the four (4)            CREATED
     penetrations needed at Frame 64. GRAHAM
     WHERE DO WE USE RESOURCE #1 IN THIS
     ACTIVITY.

7.   VIEW the demonstration or video on Replication,      LO: Apply best practices for replicating and
     Mirroring and Part Rlationships. EXAMINE the 3D      mirroring with respect to part relationships (1)
     model for the progression of relationships fore to   Replication, Mirroring and Part Relationships =
     aft and across the center line. REPLICATE the        SC VIDEO TO BE CREATED
     provided parts at Frame 54 to three (3) other
     frames and MIRROR replicated parts across their
     center line.

8.   EXAMINE the 3D model for the following: adding       LO: Consider how adding green, weld shrinkage
     green, weld shrinkage icons, and bevel and flange    icons, and bevel and flange standards impact
     standards. FIND an example of each. CREATE a         structural parts RESOURCES: (1)
     new green standard, bevel standard, and flange       BSR_SL3A7_EdgePrep.jpg
     standard. APPLY each to two (2) new plate parts.
     GRAHAM - HOW DO WE USE RESOURCE 1 IN
     THIS ACTIVITY.

9.   VIEW the demonstration or video on Twisted      LO: (NEW) Create twisted stiffeners; Apply
     Stiffeners. CREATE three (3) twisted stiffeners cutouts - RESOURCES: (1) Twisted Stiffeners =
     within the given 3D model and APPLY cutouts as NEW SC VIDEOS
     required.

10. VIEW the demonstration or video on Creating a         LO:Detect structural interference within a 3D
    Local Interference Report. EXAMINE the                model RESOURCES: (1) Creating a Local
    interference drawings within the 3D model.            Interference Report = NEW SC VIDEO
    CREATE a new interference report on structure
    and piping parts at Frame 64.

11. ACCESS the Creating Frame Parts Within a              RESOURCES: (1) Creating Frame Parts Within a
    Planar Group Performance Assessment Task.             Planar Group Performance Assessment Task.doc
    USE the scoring guide for criteria you will be
    evaluated on. NOTE: This activity assesses your
   demonstration of the learning plan's targeted
   competency.




Learning Materials/Objects

SC. SC_SL3A2_S13. Media: Video. Description: Rename to SL3A2_Stiffeners_and_Cutouts_Video..

SC. SC_SL3A1_S10b. Media: Video. Description: Rename SL3A1_Lightening_Holes_Video..

SC. SC_SL3A3_S6. Media: Video. Description: Rename: SL3A3_Activitating_UCS_for_an_Object..

SC. SC_SL3A4_S12. Media: Video. Description: Rename: SL3A4_End_Cut_Creation_Video..
Teaching Notes 4
Creating a 3D Structural Model
Information

Target Competency

Create a 3D structural model

         You will demonstrate your competence:

         o by creating a unit within a 3D model complete with product hierarchy and appropriately
         named parts

         Your performance will be successful when:

         o your unit has frame, longitudinal and deck planar groups

         o your unit parts are realistic, complete with lightening holes, stiffeners with end cuts and
         cutouts, face plates and corner treatments

         o your unit decks are within stock limits

         o your unit has a build strategy consistent with a 32-ton crane

         o your unit parts are correctly named for the chosen build strategy

         Learning Objectives

         a. Create and name appropriate planar groups complete with mold line definitions

         b. Combine deck, frame and longitudinal planar groups to create a 3D model

         c. Populate the 3D model with appropriate plate parts

         d. Add appropriate structural elements to plate parts (including shapes, angles, flanges,
         plates, end cuts, cutouts, clips, stiffeners, brackets)

         e. Add appropriate deck plate parts

         f. Break the 3D model into appropriate panels, units and blocks in accordance with the defined
         build strategy

         g. Employ modeling techniques that minimize safety hazards to production stafF
#    Learning Activities/Assessment Activities Teaching Notes

1.   VIEW the demonstration or video on Creating and      LO: Create and name appropriate planar groups
     Naming Planar Groups. EXAMINE the 3D model,          complete with mold line definitions INSTRUCTOR:
     noting existing planar groups and the lines at the   Highlight that the tank top at the 2375 level is
     deck 3000 and deck 6000 levels. CREATE deck          thrown down. Discuss. RESOURCES: (1)
     planar groups at the 3000 and 6000 levels with       Creating and Naming Planar Groups = SC VIDEO
     the throw direction being 'up'.

2.   VIEW the demonstration or video on Importing         INSTRUCTOR: Allow students more time for
     Baselines or Other AutoCAD Entities into a           practice and add additional entitities. Note
     Drawing. OPEN the 3000 deck-level planar group       insertion point, scale and rotation options.
     drawing and INSERT the Baseline.dwg file. VIEW       RESOURCES: (1) Importing Baselines or Other
     the result from an isometric viewpoint. GRAHAM -     AutoCAD Entities into a Drawing = SC VIDEO?
     DO WE HAVE A BASELINE DRAWING FOR THE                (2) S4.1 = Baseline Drawing?
     STUDENT TO LOOK AT?

3.   VIEW the demonstration or video on M-Links.       LO: Combine deck, frame and longitudinal planar
     OPEN Unit 211 and CREATE four (4) frame, three groups to create a 3D model. RESOURCES: (1)
     (3) longitudinal and two (2) deck planar groups.  M-Links = SC Video
     ENSURE planar group names are unique and
     consistent with the other planar groups in the 3D
     model and that throw directions are correct.

4.   CREATE frame and longitudinal plate parts with       LO: Populate the 3D model with appropriate plate
     lightening holes and face plates consistent with     parts INSTRUCTOR: Ensure longitudinals are
     the existing parts within the 3D model to            created first and frame parts are intercostal.
     POPULATE the planar groups created in the
     earlier activity.

5.   VIEW the demonstration or video on Cutouts.          RESOURCES: MMC_SL4A5_Cutout.jpg
     EXAMINE existing cutouts in the 3D model. ADD        RESOURCES: (1) Cutouts = SC VIDEO
     appropriate cutouts to plate parts in Unit 221.

6.   VIEW a demonstration or video on Creating            LO: Add appropriate structural elements to plate
     Profile Parts. Using these profiles, CREATE          parts (including shapes, angles, flanges, plates,
     stiffeners with end cuts and ADD them as required    end cuts, cutouts, clips, stiffeners, brackets)
     to the planar group plate parts. CREATE brackets     RESOURCES: (1) Creating Profile Parts = SC
     as appropriate, and ADD to frame parts.              VIDEO

7.   VIEW a demonstration or video on Creating a          LO: Add appropriate deck plate parts
     Continuous Deck using 12x3 Meter (or Imperial        RESOURCES: (1) Creating a Continuous Deck
     Equivalent) Plate Stock. Using these guidelines,     using 12x3 Meter (or Imperial Equivalent) Plate
     CREATE one (1) continuous deck and one (1)           Stock = SC VIDEO
     partial deck.

8.   CREATE and NAME the items of a build strategy LO: Break the 3D model into appropriate panels,
     consistent with a 32-ton crane for the parts  units and blocks in accordance with the defined
     created in Unit 211. MOVE these parts to their     build strategy
     appropriate place within the product hierarchy and
     CONFIRM that part names are now correct.

9.   EXAMINE some Welding Tips and Applications         LO: Employ modeling techniques that minimize
     pertaining to of overhead welding, confined        safety hazards to production staff
     spaces, flipping assemblies, scaffolding and
     constrained access. CONDUCT your own
     research to learn more about welding tips in the
     shipbuilding industry.

10. ACCESS the Creating a Structural 3D Model          RESOURCE: (1) Creating a Structural 3D Model
    Performance Assessment Task. USE the scoring Performance Assessment Task
    guide for criteria you will be evaluated on. NOTE:
    This is an assessed and evaluated activity.
Teaching Notes 5
Creating Assembly and Profile Plot Drawings
Information

Target Competency

Create Assemby and Profile Plot Drawings

         You will demonstrate your competence:

         o by creating an industry standard Assembly Drawing package

         o by creating industry Standard Profile Plot Drawings

         o by creating various Standard Reports from the 3D model

         Your performance will be successful when:

         o the Assembly Drawing package includes key words, BOMs, labeling, dimensions, viewports,
         title block, quality matrix

         o the Assembly Drawing package includes the appropriate number of drawings necessary for
         that sub or sub sub-assembly

         o the Profile Plot Drawings include key words, title block, BOMs, end cut lists, dimensioning

         o the Standard Reports include appropriate labels, fields, and grouped data on the selected
         sub-assembly or product hierarchy level

         Learning Objectives

         a. Examine the role and various types of structural drawings in the production process

         b. Create and edit appropriate bills of material

         c. Create and edit assembly and profile plot templates

         d. Create production quality assembly drawings from the 3D model (key words, notes, C of G,
         BOMs, dimensioning) (USE VAL'S SELF-CHECK CRITERIA)

         e. Create production quality profiles plots from the 3D model (USE VAL'S SELF-CHECK
         CRITERIA)

         f. Edit 3D model parts in order to create revised production drawings
           g. Generate appropriate material reports




#    Learning Activities/Assessment Activities Teaching Notes

1.   VIEW the drawing portfolio provided.                  LO: Examine the role and various types of
     PARTICIPATE in a discussion on the information        structural drawings in the production process
     displayed in the drawings including the name of       RESOURCES: (1)
     the drawing and how it is used in the production      BSR_S5L5A1_AssemblyPack.dwg (2) SEE
     process. CHECK your comprehension by going to         GRAHAM'S PORTFOLIO - LOOK AT BENDERS
     Portfolio #2 and IDENTIFY the type of drawing         INCLUDING ASSEMBLY, PROFILE PLOT,
     and what might be missing in it.                      NEST, INTERFERENCE, BUILD STRATEGY,
                                                           SPOOL, ARRANGEMENT DRAWINGS AND
                                                           TEXT-BASED REPORTS; (3) CREATE A BLANK
                                                           DRAWING PACKET FOR USE AS A QUIZ)

2.   VIEW a demonstration or video on Creating      RESOURCES: (1) Creating Assembly Drawings =
     Assembly Drawings. SELECT a sub sub-           SC VIDEO?
     assembly from Unit 221. CREATE the appropriate
     assembly drawing package for that sub sub-
     assembly.

3.   VIEW a demonstration or video on the Creating a LO: Create and edit appropriate bills of material
     Bill of Materials (BOM). EDIT the Assembly      RESOURCES: (1) Creating a Bill of Materials =
     drawing BOM titled Spool_1 within the 3D model SC Video?
     to include spool weight. CREATE a new assembly
     drawing BOM named Spool_2 to include item
     number, part name, quantity, and stock.

4.   VIEW a demonstration or video on the Creating         LO: Create and edit assembly and profile plot
     Templates. CREATE a new Assembly template             templates INSTRUCTOR: Ensure learners can
     complete with appropriate key words, viewports,       use the "MV" Command and can create both
     layouts, and title block. INSERT two (2) BOMs         normal and key map viewports. RESOURCES: (1)
     including the Spool_2 BOM.                            Creating Templates = SC VIDEO?

5.   VIEW a demonstration and videos on quality            LO: Create production quality assembly drawings
     matrices and dimensioning. SELECT a sub sub-          from the 3D model (key words, notes, C of G,
     assembly from Unit 221.                               BOMs, dimensioning) RESOURCES: (USE VAL'S
                                                           SELF-CHECK CRITERIA)

6.   VIEW weld standards in the S5.1 drawing.              RESOURCES: (1) S5.1 =
     PRACTICE intrepreting weld symbols.                   BSR_SL5A6_WeldStandards.dwg

7.   CREATE the appropriate assembly drawing
     package for that sub sub-assembly complete with
     labels, dimensioning, quality matrix, representable
     weld symbol and appropriate selection of viewing
     angles and orientation icon.

8.   VIEW a demonstration and video on Creating       LO: Create production quality profiles plots from
     Profile Plots. SELECT a sub-assembly from Unit the 3D model RESOURCES: (1) Creating Profile
     221. CREATE the appropriate profile plot package Plots = SC VIDEO?
     for that sub-assembly.

9.   CHANGE the end cuts for the stiffeners in the      LO: Edit 3D model parts in order to create revised
     previous activity, and ADD two (2) new plate parts production drawings
     to the sub sub-assembly used in creating the
     Assembly drawing. RE-CREATE the appropriate
     revisions to the Profile Plots and Assembly
     drawings. NOTE that revisions are reflected.

10. VIEW a demonstration or video on the Creating       LO: Generate appropriate material reports
    and Generating Reports from the 3D Model.           RESOURCES: (1) Creating and Generating
    CREATE a Full Build Strategy report on Unit 221     Reports from the 3D Model = SC Video?
    and CONFIRM all plate parts and stiffeners are
    listed in the report. CREATE a new Profile Plot
    Report grouped by stock type listing profile
    number, length, weight, and material grade.

11. ACCESS the Industry Standard Assembly               RESOURCES: (1) Industry Standard Assembly
    Drawing Package, Profile Plot Drawings, and 3D Drawing Package (2) Profile Plot Drawings (3) 3D
    Model Reports Performance Assessment Tasks. Model Reports Performance Assessment Tasks
    FOLLOW the directions and USE the scoring
    guides for criteria you will be evaluated on. NOTE:
    This is an assessed and evaluated activity.
Teaching Notes 6
Creating Nest Drawings
Information

Target Competency

Create nest drawings

           You will demonstrate your competence:

           o by creating Nest Drawings

           Your performance will be successful when:

           o Nest Drawings include appropriately selected parts, BOMs, labeling and plate usage reports

           o Nest Drawings include revisions

           o Nest Drawings include nesting to remnants

           o Nest Drawings demonstrate an awareness of stock usage considerations

           Learning Objectives

           a. Create mark line standards appropriate for the 3D model

           b. Explore manual nesting tools, plate part gaps, run-in, plate usage percentages and bridging

           c. Export NC code

           d. Define and reuse remnants

           e. Edit 3D model parts in order to create revised nest drawings




#    Learning Activities/Assessment Activities Teaching Notes

1.   VIEW a demonstration or video on Creating Mark LO: Create mark line standards appropriate for
     Line Standards. EXAMINE mark line standards          the 3D model RESOURCES: (1) Creating Mark
     within the 3D model. CREATE a new stiffener          Line Standards = SC VIDEO?
     mark line standard appropriate for the stiffeners to
     Unit 221.

2.   VIEW a demonstration or video on Manual           LO: Explore manual nesting tools, plate part gaps,
     Nesting of Plate Parts. EXAMINE nest drawings     run-in, plate usage percentages and bridging
     Nest_01 and Nest_02 in Unit 114. NOTE plate         RESOURCES: (1) Manual Nesting of Plate Parts
     usage and part gaps. CREATE a new manual            = SC VIDEO ?
     nest drawing from Unit 221 using the main plate
     thickness called for in that unit. CREATE a
     second nest drawing using a different plate
     thickness from Unit 221, but automatically nest
     these parts. NOTE the differences in process
     [calling up templates] and results [plate usage].

3.   VIEW a demonstration or video on Exporting NC       LO: Export NC code RESOURCE: (1) Exporting
     Codes.                                              NC Codes = SC VIDEO

4.   VIEW a demonstration or video on the Creating   LO: Define and reuse remnants RESOURCES:
     and Re-Using Remnants. Using the nests created (1) Creating and Re-Using Remnants = SC
     in earlier activities, CREATE appropriate       VIDEO
     remnants. Noting the stock size of those nests,
     CREATE plate parts within Unit 221 and NEST
     those new parts onto the remnants.

5.   EDIT nested parts within Unit 221 and RE-NEST       LO: Edit 3D model parts in order to create revised
     those parts. NOTE the 3D model prompts as to        nest drawings RESOURCE:
     nested parts needing updating. CONFIRM all
     modified parts are correctly nested.

6.   ACCESS the Creating Nest Drawings                  RESOURCES: (1) Creating Nest Drawings
     Performance Assessment Task. USE the scoring Performance Assessment Task
     guide for criteria you will be evaluated on. NOTE:
     This is assessed and evaluated activity.
Performance Assessment Task 1
2D Scantling Drawing



Target Competency

Analyze a 2D scantling drawing



Directions
To assess the target competency in Learning Plan 1, you will complete a provided blank scantling
drawing to include steel thickness, grade, profile names and regulatory references. Use the scoring guide
to self-check your work before submitting it for evaluation by your instructor.

Rating Scale

3         proficient skill level

2         emerging skill level

1         beginning skill level




Scoring Guide

                                   Criteria                                        Ratings

1    drawing includes correct steel thicknesses                                     321

2    drawing includes correct steel grades                                          321

3    drawing includes correct profile names and appropriate labels                  321

4    drawing includes correct regulatory references                                 321

5    drawing includes revision number                                               321


                                                                              Total Points ___________

                                                                                      Grade __________
Name _________________________________________         Date ____________

Evaluator's Signature _________________________________ Date ____________

Comments:
Performance Assessment Task 2
Editing an Existing Build Strategy



Target Competency

Correlate scantling drawings to build strategy/module breakdown




Rating Scale

3        proficient skill level

2        emerging skill level

1        beginning skill level




Scoring Guide

                                  Criteria                                         Ratings

1   editing the build strategy includes a new or different cranage                  321
    constraint

2   editing the build strategy creates new panel or sub-assembly                    321
    level

3   editing the build strategy results in parts being assigned new                  321
    names


                                                                               Total Points ___________

                                                                                     Grade __________

Name _________________________________________                       Date ____________

Evaluator's Signature _________________________________ Date ____________

Comments:
Performance Assessment Task 3
Plate Part Naming Conventions and Build Strategy



Target Competency

Correlate scantling drawings to build strategy/module breakdown




Rating Scale

3        proficient skill level

2        emerging skill level

1        beginning skill level




Scoring Guide

                                  Criteria                                     Ratings

1   a new naming convention is correctly displayed on selected                  321
    plate parts

2   a new naming convention uses new static and database items                  321


                                                                           Total Points ___________

                                                                                 Grade __________

Name _________________________________________                   Date ____________

Evaluator's Signature _________________________________ Date ____________

Comments:
Performance Assessment Task 4
Creating a 3D Structural Model



Target Competency

Create a 3D structural model




Rating Scale

3         proficient skill level

2         emerging skill level

1         beginning skill level




Scoring Guide

                                   Criteria                                        Ratings

1   your unit has frame, longitudinal and deck planar groups                        321

2   your unit parts are realistic, complete with lightening holes,                  321
    stiffeners with end cuts and face plates

3   your unit decks are within stock limits                                         321

4   your unit has a build strategy consistent with a 32-ton crane                   321

5   your unit parts are correctly named for the chosen build                        321
    strategy


                                                                               Total Points ___________

                                                                                     Grade __________

Name _________________________________________                       Date ____________

Evaluator's Signature _________________________________ Date ____________
Comments:
Performance Assessment Task 5
Creating Frame Parts Within a Planar Group



Target Competency

Create 3D parts in a planar group




Rating Scale

3         proficient skill level

2         emerging skill level

1         beginning skill level




Scoring Guide

                                   Criteria                               Ratings

1   frame parts include flanged brackets                             present not present

2   frame parts include lightening holes with face plates            present not present

3   frame parts include stiffeners with unique end cuts              present not present

4   frame parts include corner treatments (rat holes)                present not present

5   frame parts are replicated                                       present not present

6   frame parts are mirrored                                         present not present

7   frame parts do not intersect other frame parts                   present not present


                                                                      Total Points ___________

                                                                             Grade __________

Name _________________________________________              Date ____________
Evaluator's Signature _________________________________ Date ____________

Comments:
Performance Assessment Task 6
Industry Standard Assembly Drawing Package



Target Competency

Create Assemby and Profile Plot Drawings




Rating Scale

3        proficient skill level

2        emerging skill level

1        beginning skill level




Scoring Guide

                                  Criteria                                 Ratings

1   the assembly drawing package includes key words, BOMs,            present not present
    labeling, dimensions, viewports, title block

2   the assembly drawing package includes the appropriate             present not present
    number of drawings necessary for that sub or sub sub-
    assembly


                                                                       Total Points ___________

                                                                              Grade __________

Name _________________________________________               Date ____________

Evaluator's Signature _________________________________ Date ____________

Comments:
Performance Assessment Task 7
Profile Plot Drawings



Target Competency

Create Assemby and Profile Plot Drawings




Rating Scale

3        proficient skill level

2        emerging skill level

1        beginning skill level




Scoring Guide

                                  Criteria                                      Ratings

1   the profile plot drawings include key words, title block, BOMs,        present not present
    end cut lists, dimensioning


                                                                            Total Points ___________

                                                                                   Grade __________

Name _________________________________________                    Date ____________

Evaluator's Signature _________________________________ Date ____________

Comments:
Performance Assessment Task 8
3D Model Reports



Target Competency

Create Assemby and Profile Plot Drawings




Rating Scale

3        proficient skill level

2        emerging skill level

1        beginning skill level




Scoring Guide

                                  Criteria                                     Ratings

1   the reports include appropriate labels, fields, and grouped data      present not present
    on the selected sub-assembly or product hierarchy level


                                                                           Total Points ___________

                                                                                  Grade __________

Name _________________________________________                   Date ____________

Evaluator's Signature _________________________________ Date ____________

Comments:
Performance Assessment Task 9
Creating Nest Drawings



Target Competency

Create nest drawings




Rating Scale

3        proficient skill level

2        emerging skill level

1        beginning skill level




Scoring Guide

                                  Criteria                                    Ratings

1   nest drawings include appropriately selected parts, BOMs,            present not present
    labeling and plate usage reports

2   nest drawings include revisions                                      present not present

3   nest drawings include nesting to remnants                            present not present


                                                                          Total Points ___________

                                                                                 Grade __________

Name _________________________________________                  Date ____________

Evaluator's Signature _________________________________ Date ____________

Comments:

								
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