Презентация v2.2 en - CEH 4 · прототипирование печатного

The roadmap of educational process renovation through CALS-technologies and project-oriented learning methods Design notes for “Fab Lab” workshop project

Cech-4 workshop

Design by Daler Arabov 2016BMSTU, Department IU4 “Electronic Equipment Design and Technology”

version of 20.02.17 03:09

2

Содержание

Fabrication laboratoty (fab lab) 3

Workshop equipment 4

Example works 5

General production process 6

Educational process renovation 7

Project-oriented learning method 8

Circuit (functional) design segment 9

Design segment 10

Educational segment of process planning 11

Software 12

IT-infrastracture 13

Workspace layout 14

Business model 15

Roadmap of Cech-N project 16

Equipment specifications 17

Contact info 18

3Fab lab — is a concept for unifying a compact digital workshop, a design office and an educational facility. The Russian terms for it are “Youths’ center of innovative creative activity” and “Center of technological support of education”.

The area of expertise of our department is electronic equipment design and technology. The purpose of Cech-4 workshop is development and fast prototyping of electronics and midsize mechanics and robotics.

Fabrication laboratoty (fab lab)

3

4The core equipment uses CNC and enables a full production cycle of electronics. Equipment’s specifications are outlined on p. 17.The defining principles of the workshop are compactness, modularity, versatility, ease of use and environmental friendliness.

Workshop equipment

Pic. 1. LPKF Protomat PCB milling machine Pic. 2. LPKF Protoprint stencil printer Pic. 4. LPKF ProtoFlow convection ovenPic. 3. LPKF Protoplace SMT assembly equipment

Pic. 7. Trotec Speedy laser engraver Pic. 8. KPOH workbenchPic. 6. Stratasys Fortus 3D printerPic. 5. VHF CAM PCB milling machine

Pic. 9. Vibration simulation system Pic. 10. IRTIS thermal imager Pic. 11. Electric measurement equipment Pic. 12. Mitutoyo precision metrology equipment

5The examples shown have been manufactured by students of IU4 department using the workshop’s equipment.Both commercial and educational projects are shown.

Example works

3D printer, Arabov D., 2010

A series of puzzles for “Claustrophobia” escape rooms, idea – Batiev V., design – Alyimova A., electronics – Antohin A., mechanics – Arabov D., Danichev A., visuals – Stolmova L., 2015

Ultrasonic rangefinder, Revzin G., 2016 Electronic audio amplifier, Lysyich D., 2016 Electronic audio amplifier, Vyriasova A., 2016 Electronic audio amplifier, Gonoshilov D., 2016

Quadcopter, Sayapin V., Smuryigin I., 2012 Hexapod robot, Aristov R., 2012 WiFi robot, Rogova V., 2013 Ionophone, Krivolapov D., 2013

6All the equipment comprises a production chain, outputs of which include prototypes, finished products or small series of products.For specifics of workshop's software refer to p. 12.

General production process

Pic. 13. Conducting pattern engraving Pic. 15. 3D-printing Pic. 16. Laser cuttingPic. 14. Milling

Altium designer

Autodesk Inventor

LPFK CircuitProLPKF ProConduct

Through-hole plating

LPKF ProMaskand ProLegend

solder-resist andlegend printing

Storage

Autodesk Inventor HSM

VHF СNCTerm

SCASupport removal

equipment

Stratasys Control Center

Stratasys Insight

Trotec JobControl

CorelDRAW / Adobe Illustrator / Autodesk AutoCAD and a Trotec printer

CAD/CAE Environment CAM Environment СNC Environment

LPKF ProtoMat PCB milling

machine

Pic. 1, Pic. 13

VHF CAM PCB milling machine

Pic. 5, Pic. 14

FDM 3D-printer Stratasys Fotrus

Pic. 6, Pic. 15

Workbench

Pic. 8

Vibration simulation system

Pic. 9

Mitutoyometrological equipment

Pic. 12

Prototype, device,

product series

Pic. 29

Power source, signal source, interference

source

Pic. 11

Oscilloscope,logic analyser

Pic. 11

IRTISThermal Imager

Pic. 10

Trotec Speedy Laser engraver

Pic. 7, Pic. 16

LPKF PhotoPrint stencil printer

Pic. 2

LPKF ProtoPlaceSMT assembly

equipment

Pic. 3

LPKF ProtoFlow convection oven

Pic. 4

7Many educational facilities suffer from the following problems: low level of motivation and initiative, underachievement, poor competence in core specialities, perfunctory students' projects: high percentage of plagiarism, little scientific, practical or economic value, lack of understanding between students, teachers and staff, overall negativity.

Educational process renovation

Education, scienceElectronics, IT, software,

management

Production, laboratory, testing facility

Nature(biology, ecology, antropology, etc)

Practical problems, projects

Aesthetics, art

Business, sponsorship Mechanics

Unprofitability of educational processes. Repairs and maintenance increase equipment's idle time

No feedback in terms of a physical prototype, potential mistakes, projects that only exists on paper

Non-ergonomical, might be dangerous for the environment

Unoptimal, unskillful solutions: overcomplication, clutter,

bugginess, hacky approachOutside of the workshop's and

department's specialisationImpracticality, stagnation, "Spherical cow"

Educational process should be

enjoyable and fulfilling: students

are supposed to be seeking enjoyment from their studies and teachers are

the ones providing it. Gamification and innovative elements are the sources

of enjoyment

Every action must have a

clear purpose. Meaningfulness

is achivied thfough analysis, discussion, hand-on experience and search.

Logical fallacies such as relying on tradiotion, catering to the majority or

authority should be avoided

Everyone should strive for order in any

situation. Order must be established

in our surroundings, business and minds. It must become

a foundation of education and activities

Students should not be afraid to make

mistakes. Teachers should know the

mistakes and their reasons, introduce them to their students and give

contextual knowledge. Teacher and student analyze mistakes and create

feedback

Uninspiring, bland, gives no reason to use it

Educational process aspects

Motivational engines

Educational project aspect

ENJOYMENT AWARENESS ORDER MISTAKE

7

8The educational process is organised with accordance to end-to-end electronics design stages. It results in a fully functional finished product, potentially ready for manufacturing. This process consists of segments, each of wich is an iterative and flexible process of development using feedback (agile-, lean- technologies).

Project-oriented learning method

Контроль и тестирование

EA technology CP5 6 7 8

Control and testing

DaT workshop5 6 7 8

Физическое прототипирование

печатного узла


Virtual circuit simulation


Schematic design


Conducting prototype trials against external

forcesDaT workshop

5 6 7 8

Ergonomics analysis

DaT workshop5 6 7 8

Test batch analysis and quality control

DaT workshop5 6 7 8

Physical prototyping

DaT workshop5 6 7 8

Manufacturing a test batch

DaT workshop5 6 7 8

Calculation and virtual simulation of

external forces

TBoDR CP5 6 7 8

Virtual simulation of the process

FMS HW5 6 7 8

Design and process planning

DaT workshop5 6 7 8

Technological design


Collection and analysis of process

data

Production workshop5 6 7 8

All-inclusive PRD

5 6 7 8

Circuit design project

5 6 7 8

Bachelor qualification work

5 6 7 8

Preparing of a bachelor's thesis

project

5 6 7 8

Design project

5 6 7 8

Technological project

5 6 7 8

Schematic design segment

Technological design segment

EA — electronic appliances

CP — course project

HW — homework

FMS — functional modeling systems

TBoDR — theoretical bases of design and reliability

DaT — design and technology

Design segment

course name semesters

9Circuit design in a broad sense is represented by functional design which serves to develop a functional prototype of a device or a system.This includes creating system architecture, circuit design, software, UI and machine interfaces.

Circuit (functional) design segment

Pic. 17. Altium Designer Pic. 18. Breadboard assembly Pic. 19. Chemical etching Pic. 20. Milling Pic. 21. Structural design Pic. 22. PCA prototype

All-inclusive PRD (iteration 1)

Task analysis, working out the

requirements

Field of application analyzing,

generating solutions

Virtual circuit simulation

Testing, finding weak points and errors

Circuit design documentaion

package

EDA source files package

Revised PRD (iteration 2)

Physical prototyping of PCA

Circuit design using EDA

Pic. 17

Using breadboards

Pic. 18

PCA prototype

Pic. 22

Aggregation ofproject info,

preparingdocumentation

Pic. 21

Chimical etching

Pic. 19

Milling

Pic. 20

Prototyping methods

Circuit design project

10Structural design is responsible for the device's physical implementation: PCA, housing, mechanics, wiring and controls, as well as ergonomics and aethetics.

Design segment

Circuit designproject

Task analysis,working out

the requirements for device's structure

Designdocumentation

package

CAD / CAE / CAMsource files

package

RevisedPRD

(Iteration 3)

Physicalprototyping

of the housingand mechanical

parts

Calculationand virtualsimulation

of external forces

Conductingtests



Internal andexternal heat

processes

Impermeability,dust protection

Electromagneticforces

Mechanicalforces, vibration

Testing,finding weak

pointsand errors

Designingusing

CAD / CAE / CAM

Pic. 24

Analyzing the field of application,

generatingsolutions

Pic. 23

Milling

Pic. 25

Deviceprototype

Pic. 28, Pic. 29

3D printing

Pic. 26

Laser cuttingand engraving

Pic. 27

Design project

TrialsProduction

Pic. 23. Device concept Pic. 24. Device's 3D model Pic. 25. Milling Pic. 26. 3D-printing Pic. 27. Laser cutting Pic. 28. Device prototype Pic. 29. Device prototype

11Process planning enables mass production of the product: optimising workability of the structure, creating the technological process,labour management, quality control, developing packaging, storage and transportation methods, creating documentation.

Educational segment of process planning

Pic. 30. ASCON VERTICAL Pic. 31. Siemens Technomatix Pic. 33. Example of a small series of a productPic. 32. Milling a panelized PCB

Designproject

Electronicsproduction

audit

Operator andassembly work

practice

Task analysis,working out therequirements for

the processes

Analyzing the field of application,

generatingsolutions

Processdocumentation

package

CAPPsource

filespackage

RevisedPRD

(Iteration 4)

Analysing theresults, finding

weak pointsand errors



Processplanning

using CAPP

Pic. 30

Manufacturinga testbatch

Pic. 32

Virtual simulation

of the process

Pic. 31

Testbactch

Pic. 33

Technological project

Collection and analysis of process

data

12Cech-4 is a scaled-down model of an industrial facility and most of the same tasks and requirements for software are applicable, for example, usage of CALS-technologies. However, modularity, flexibility and safety should all be kept in mind when using those.

Software

CRM — Customer Relationship Management

Orders

PDM — Product DataManagement

DB — database

Agile / lean project management

MCAD / CAE — Mechanical Computer-

Aided Design / Engineering

CAM — Computer-aided Manufacturing

CNC — Computer Numerical Control

Machinery and equipment

Quality control system and labour managment:Kaizen, 5S/3R

Workspaces Component, material and product storage

WAN — Wide Area NetworkLAN — Local Area Network

VPN — Virtual Privat Network

CAPP — Computer-Aided Process Planning

WMS — Warehouse

Management System

SCM — Supply Chain Management

Accountingautomation

EDA —Electronic

Design Automation

IDE — Integrated

Development Environment

HCI — Human-computer

Interaction

UI -user Interface

AR / MR -Augmented reality

Mixed reality

Learning process

VDI — Virtual Desktop Infrastructure

IETM — Interactive Electronic Technical Manual

SCADA — Supervisory Control And Data Acquisition

ERP — Enterprise Resource Planning

13The workshop's infrastructure is based on three principles: 1) safety and remote control of manufacturing processes — reduces the workload of staff, makes personal control unnecessary; 2) virtualization — simplifies network administration and staff interaction; 3) interactive environment — allows for convenient and efficient info presentation and processing.

Manufacturingequipment

Mobile platform

External server

Local PC

IT-infrastructure

Terminal, thin client

Control PC

Local server, VDI-Platform

Dependantequipment

Equipment control and safety Workplace control and safety

Autonomousequipment

External PC

SCADA

SCADA

VPN

GSM

CRM ERP

ERP

PDM

PDM

External data storage

Local data storage

Клиент VDI

VDI client

Virtual PC

SCADAclient

Interactive environment

CAM

CAD

CADVideointerface:

monitor, projector, cameraSensory interfaces:

interactive board, tableVoice interface:

microphones, speakersNeurointerface

Augmented \ mixed realityinterface: AR-glasses, holograms

CNC

Power controller Power subnetwork

Camera Surveillance

Fire extinguishingsystem

Ventilation

Lighting

Microphone

Thermometer

Climate control

Gas sensors (CO, CO2)

CAD

CAD

CAD

CAM

WAN

LAN

clothing that lights up and responds to how you move or responds to people around you musical instruments

If we’re making a robot that's supposed to move

towards the lighT

that's often done today with a “knob”.

We try it on this setting…

it might need a setting, to say how sensitive it should be to the light.

Why not work in an environment where, instead of choosing one particular setting —

— we see across an entire range at once.

If that doesn’t work too well, we try it on this setting…

It’s very ad hoc, very unsystematic.

We say “go”, and the room and the material work together to do a test run at that setting, collect the data —

then automatically try the next one, and the next one —

Go through the entire range, try them all out, collect all the data.

then we just look and see what actually happened in all those cases.

We can take measurements, reduce the data, figure out which is the best alternative.

And not just which is the best, but why it's the best.

We can see all the context.

I've seen so many projects fail at some point because some wire came loose.

The conventional thinking is that it's the fault of the builder for not attaching the wire strongly enough.

The way I see it, it's the fault of the wire for being too dumb to know whether it's attached.

the bare minimum processing power

the bare minimum communications capability

As a result, most of the information we’d actually want

to see is never collected or

accessible in the first place.

For years, I’ve been designing tools.

My focus has always been — how can creators see that behavior?

tools for people making software…

How can they see what the thing they're building is actually doing?

These have generally been software-based tools.

What “software-based” means today is that these tools are trapped inside a tiny rectangle that sits on your desk. To do your work, you sit at your desk

and you stare at this tiny rectangle.

And this frustrates me.

things with complex behavior.

so they can understand what it’s doing?

real-world Tools are in rooms, where workers think with their bodies.

software-based Tools are trapped in tiny rectangles.

For example, say we’re making this little robot which is supposed to move towards the light.

What do we do?

We have to get in there!

We have to get inside that robot's head, and see what it's seeing, and see what it's thinking, and come to understand

why it's behaving the way it's behaving.

What we need are seeing tools.

We don't have many of those.

And the few we have are very primitive tiny rectangles that sit on a desk.

We turn on the light…

and… it does not move toward the light.

The construction tools won't help us here.

why A seeing space? What is a seeing space?

Today’s maker spaces provide tools for building.

modern projects have complex behavior.

The challenge is not building these projects, but understanding them.

understanding requires seeing, and the best seeing tools are rooms.

These kinds of projects have high internal complexity (often with embedded software)

With these projects, the primary challenge is not putting the pieces together.

the primary challenge is understanding what the thing is doing

They're often taking input from the outside world

giving rise to complex behavior.

and why it's doing that and how we can get it to do what we actually want it do.

We now live in a world where sensors are cheap,

processing is cheap.

We need to start working with smarter materials

And then the room is designed to reflect all that information back to us — so anything we’d want to know is just a glance away.

and responding to the world in complex ways.

For example, here's how NASA does it. If you're launching a space shuttle, you need to understand everything that's going on in this very complex system.

So, they install sensors everywhere, and they design a room where they can see and understand and control every part of the system.

a waste treatment facility

On the other hand, there are some people that take seeing very seriously.

this is the california power grid a canadian power grid

a tv stationthe large hadron collider at CERN, where they

recently found the higgs boson.

These people know that if we’re trying to design a system of this complexity, a system that we have to understand in realtime, we need a room — where we can be immersed in seeing tools.

and robots that fly around robots you can talk to robots that tend your gardenToday, people are making things like —robots that roll around

And what are powerful ways of seeing

… electronics, music, animation, mathematical systems…

welding equipment, plastic-forming equipmenta laser cutter

a 3d printer

lathes, mills, drills sawing, sewing, soldering

If you walk into a maker space today, you'll probably see —

that's the kind of thinking that I'd like to bring to mainstream engineering and making.

a room-sized microscope that we’re embedded inside, designed entirely around seeing and understanding what the project we’re building is actually doing.

I'd like to take this idea of a maker space, and transition it to a seeing space.

Shifting the focus from putting the pieces together to deep understanding.

I think about seeing on three levels — three progressively more powerful ways of seeing.

We tend to see things moment-to-moment, think moment-to-moment. It's not until we step back from those moments

and look across a range of time

at once…

that we can start to notice patterns,

and think about systemic causes.

Say we turn on our robot and it does something interesting here. The moment goes past but we want to grab it and run it back.

Why not? Why not work in a space with video cameras everywhere. everything is recorded, everything is marked and tracked.

collecting data

displaying data

controlling time

seeing across time

automatic notebook

automatic experimentation

And search the project’s history. If a sensor reading seems high…

just look up, grab time

Put control of time

And look across a range of time at once.

See the path the robot took.

see all the data collected during the run. see what the sensors saw, see the internal variables. Compare what happened

this time to what happened last time.

Understand the effects of changes.

first, before we can see anything, we see something to see. We need a way of collecting data, and a way of displaying that data.

Seeing Inside1 Seeing Across Time2 Seeing Across Possibilities3

run it back, see what happened.

into the maker's hands.

All of this data can be stored forever, because digital storage today is free. So the entire history of the project can automatically become a notebook.

browse the project’s history.

See all the video, all the data, all the notes that we took.

examine sessions in the past where that sensor reading was also high.

There's an even more powerful way of seeing, which is seeing across different design alternatives. Do we make the robot behave like this or like that? We see it both ways, and compare them.Now, we can think about how to display the data. What are powerful ways of representing this information? one of the most powerful ways is to show time.

Just the bare minimum of sensors

that collect a lot of data about the internal state

and collect data about the external environment

and transmit that data up to the room.

Say we’re making this little robot.

it would typically be built with a kind of “20th-century stinginess” —

where the worker is surrounded by tools

where they walk around

where they think spatially.

The room becomes a macro-tool they're embedded inside an extension

of the body.

So, I've been taken with this idea of designing tools in the form of rooms. This led to thinking

about maker spaces.

with access to high-end equipment that would be too expensive for individuals.

I like these two aspects of maker spaces…

and I like the philosophical motivations behind the “maker movement” —

if you think about many traditional forms of craftsmanship, they take place in a spatial environment — a room — designed for that purpose

use their body, use their hands

Maker spaces are communal workshops where people come together to create in a shared social environment

instead of consuming mass-produced products, people should make their own things.

This talk is about a way to take these maker goals to the next level

by designing a new kind of space that enables and empowers creators in ways that today's workspaces don't support.

These are wonderful tools, but these are all construction tools.

These are tools for sticking material together.

These are just the tools you need if you're making, say, furniture or simple mechanical contraptions.

But more and more, the projects that people want to make are of a different kind…

bike displays book scanners 3d printers self-balancing vehicles

tinkering is where we’re trying things out, trying to find something that seems to work.

engineering is where we do understand the underlying principles. We do have a clear model of why something works.

In the scientific way of thinking, we’re discovering and articulating those underlying principles. We’re generating that theory that engineering relies on — building those models.

with building tools

and conceptual tools

and seeing tools

tinkering scienceengineering

why is seeing so important?

the way I see it, “making” exists on a spectrum. There are these different ways of thinking that we draw on, in different combinations, at different times —

tinkering scienceengineering

if you just give someone “making” tools, and teach them how to use them, they can work in this range.

And if you then give them theory, now they can work across this range.

but to span this entire space — to draw on all these ways of thinking at once — they need tools to see what’s really happening and make sense of it.

So we have this theoretical knowledge guiding our design decisions — very powerful. But this theory often comes from something like a textbook. how do we work in a domain where the textbooks haven't been written yet?

this is how we explore and map out new territory. This is how we build new kinds of things, and understand them deeply enough to build them reliably and robustly.

We don't really understand the underlying principles by which it works. We don't have a clear mental model for why some things work and some don’t.

This is a very important way of thinking. It’s where we all have to start. But it’s also important that, on this spectrum, it fades into a way of thinking based on understanding —

It's often a mathematical model — we work with equations that describe how the thing behaves.We just find something

that appears to work, and we go with it.

here’s where this all fits in with tools.

moves them away from blindly following recipes

from superstitions and rules of thumb

I think people need to work in a space that moves them away from the kinds of non-scientific thinking that you do when you can't see what you're doing —

That's the real reason why I'm interested in a space like this.

and moves them towards deeply understanding what they're making inventing new things, discovering new things contributing back to the global pool of human knowledge.

Bret Victor

worrydream.com/SeeingSpaces

Some of these ways may be expensive, but that's the entire

point of a maker space — shared access to expensive tools.

And there may be some engineering challenges

involved… The main thing that’s needed is simply the recognition of how important seeing is, and the will to do something about it.

Let’s design a space where the entire focus is on understanding what the complex things we’re building are actually doing.

Let’s shift the emphasis away from putting parts together, and towards seeing in many powerful ways.

But 3d printers and space shuttles are also engineering challenges, and we as a culture have decided that these are valuable things that are worth our effort.

To be effective, all of this must get taken for granted. Data collection is built in to the material, display is built in to the room. No additional effort required.

We just show up and start working, and all these tools are already at our disposal.

august 2014

with drawings by David Hellman

Bret Victor, «Seeing Spaces»http://worrydream.com/SeeingSpaces/

Workshop space

14Moderate size of the workshop, high density of equipment and workplaces all call for improvements in both layout and workflow.These can be achieved by improving ergonomics, safety, accessibility, worspace flexibility and bringing in partial automation.

Workspace layout

A complete view of the workshop, 2013

Current layout. Mechanical manufacturing room. Pictured is the process of organizing storage and component classification, 2016

Examples of using ergonomic screen mounts for workplaces* Example of using a robotic manipulator* Example of tool storage*

Equipment composition and ergonomics analysis, 2014 In search of a layout, 2014

*What we’re aiming for

15Public financing is a rare occasion and it's not sufficient for fablab's functioning nor for keeping up with technological progress. Presented here is a model (by A. Osterwalder) of partial autonomy through involvement of a wide range of interested parties and benefit-sharing.

Key partners Activities Offers Customer relationships Client base

Key resources

Information channels

Expenses Sources of income

Business model

Inspectionservices

Patrons,funds

Documenting

Looking forassociates,

spreading the word

Valuableknowledge,experience,

ideas, methods

Valuableknowledge,experience,

ideas, methods

Advertisement,customers,

contacts

Advertisements,customer flow

Demonstrations,consulting,referring,

advertisement

Development

Testing,research,

examination

Education Students

Factories,companies,Research

institutions

Governors,Ministry ofEducation

Leasing

Continiousdevelopment,

systems thinking

Professors Developers Operators

Technologiesand

equipment

Technologiesand

equipment

Technologiesand

equipment

Potentialemployees

Works of artand design

Appropriatework

environmentand climate

Motivation,inspiration,enjoyment

Reports,feedback

Workplaces,places for

traineeshipand practice

Engineeringsolutions

Experimental,small scaleproduction

Software

Software

Consumables,parts

Capacityexpancion

Depreciation ofequipment

Payments forhostings,logistics,

storage and ISP

SalariesBuying

consumables

IT-infrastructureBMSTU BMSTU

Conferences,exhibitions,

competitions,games

Museums,libraries,galleries

Museums,libraries,galleries

Crowdfunding

Educational internet portal, social media

FabLabs,workshops,hackspaces,coworkings

Partner networkAdministrators,

analysts

Innovation,generating

ideas

Vendors,Manufacturers

Vendors,manufacturers

Хоббисты, гики, изобретатели,

дизайнеры

Distributors,dealers,shops

Distributors,dealers,shops



High schools,hobby groups,

schools, houses of art, YCICA*





Business incubators,technoparks,

startup-accelerators,angel investors

ISP andhostings

Logistics andstorage

providers

Grants,sponsorship

Discounts

Leasingprofits

Profits frominventions

Barter

Certificates

Workplaces,places for

traineeshipand practice

A

A

I I

I

I

I J J

K

K

L

L

L

B

B

C

C

DD

EE

F

F

F

G

G

G

H

H

* Youths’ center of innovativecreative activity

16

Cech-4 project is the first stage of a long-term project Cech-N

The mission of workshops is to establish an interregional ecosystem of autonomous hi-tech educational and manufacturing facilities represeting the best of art, science and technology.

Cech-4 development plan consists of 5 stages.

Roadmap of the Cech-N project

Unlike the top-down approach to similar notions, when an organization's directive is given to often underprepared or inept personnel, the concept of Cech-N is based off of bottom-up design: a local structure grows organically first, then it is replicated and repurposed for different tasks and positions or merged with other similar structures, promoting improvements and exchanging best practices between the parts.

2014 2015 2016 2017 2018 2019

janmar

aprjun

julsen

oct dec

janmar

aprjun

julsen

oct dec

janmar

aprjun

julsen

oct dec

janmar

aprjun

julsen

oct dec

janmar

aprjun

julsen

oct dec

janmar

aprjun

julsen

oct dec

1st s

tage

1.1. Workshop's project development

1.2. Buying equipment

1.3. Preparing the workplaces, setting up and calibration

1.4. Integrating with the educational process (Stage I)

2nd

stag

e

2.1. Workshop's space organization, setting up storage

2.2. Formulating the workflow and rules

2.3. Integrating with the educational process (Stage II)

2.4. Testing the equipment and practicing the technology

3rd

stag

e

3.1. Setting up IT-infrastructure (p. 13)

3.2. Installing and configuring software (p. 12)

3.3. Integrating with the educational process (Stage III)

4th

stag

e

4.1. Expanding the equipment range

4.2. Storage automation

4.3. Integrating with the educational process (Stage IV)

5th

stag

e

5.1. Setting up a unified interactive environment

5.2. Working out the IT-infrastructure of workshop network

5.3. Preparing a package of Cech-N solution for replicating

Project

Purchases

Installing

Integration 1

Integration 2

Integration 3

Integration 4

Storage

Workflow and rules

Testing

IT

PLM

Purchasing new equipment

Automation

Unified environment

Cech-N

Workshop network

16

17

Equipment parametersMilling and Drilling Machine

LPKF ProtoMat s103

Milling and Drilling Machine vhf CAM Classic 200

Stencil printer LPKF ProtoPlace S RP

3D-printer Stratasys Fortus 250ms

Thermograph IRTIS 2000

Component Installer LPKF ProtoPlace S

Laser engraverTrotec Speedy-300

Convection ovenLPKF ProtoFlow S/N2

Maximum workpiece size (XYZ) 229 × 305 × 22 mm

Positioning resolution ± 0,0005 mm

Repeating precision ± 0,001 mm

Optical binding precision ± 0,02 mm

Min. distance between conductors 0,1 mm


Positioning accuracy ± 0,025 mm

Emitter CO2 85 W

Material nonmetalы

The maximum size of the board (XY) 297 × 420 mm

The minimum size of components 0201


Repeating precision ± 0,01 mm

Materials nonferrous metals

Maксимальный рабочая область (XYZ) 250 × 250 × 300 mm

Layer thickness 0,178 mm

Geometry deviation ± 0,25 mm

Technology, material FDM, ABS

IR-detector InSb

Spectral response 3–5 microns

Sensitivity at 30 °С 0,05 °C

Field of view 25 × 20 degrees

Frame resolution 640 × 480 dpi

The maximum size of the board (XY) 230 × 305 mmMaximum work area (XY) 300 × 300 mm

Maximum thickness of the board 5 mm

XYZXYZXYZ

XY XY XY XY

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Contacts

Daler Iskandarovich ArabovLead developerHead of the workshop

Andrey Igorevich VlasovProject supervisorDeputy Head of Department of ScienceLaureate of the State Prize of Russian Federation for Science and TechnologyAssociate professor, Ph. D

Vadim Anatolievich ShahnovHead of the Department IU4Corresponding Member of the Russian Academy of SciencesHonored Worker of ScienceAssociate Professor of Technical Sciences,Laureate of the USSR State Prize,Prize of the USSR Council of Ministers,Prize of the Russian Federation Council of MinistersFull member of the Academy of Science in Electrical Engineering,International Telecommunications Academy andInternational Informatization Academy

+7 (916) [email protected]@gmail.comvk.com/chudodeyfb.com/daler.arabov

+7 (903) [email protected]

+7 (499) 263-65-52

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Documents

Презентация v2.2 en - CEH 4 · прототипирование печатного