Prof. P. Myler & B.Pederson Composite Design and Analysis Training and Education (CoDATE) The wider...

Prof. P. Myler & B.Pederson

Composite Design and Analysis Training and Education (CoDATE)

The wider benefits


Current development team (School of Built Environment, University of Bolton)

Professor Peter Myler – Head of Research & Enterprise, Brian Pederson - Senior Lecturer & Enterprise Champion

Jim Banks – Director Aero-Composites Design LimitedIvan Dean – Chair IMechE NW Region.

Industrial support –

NWAABAE SystemsAircelleMorson InternationalBombardier AerospaceBrookhouse EngineeringMiddleton Sheet MetalLufthansa

Academic Support –

nwUa

University of Manchester


Industrial skills and technology needs.

• Growing demand for engineers with skills in newer technologies (Composites)

• Expansion in use of composites across business sectors (aerospace, automotive, marine, wind energy and civil engineering).

• Demand at all levels for multi-skilled design/structural engineers.

• Need for topical training/qualifications - validated and accredited.

• Chartered and Incorporated engineers to apply skills & knowledge industry/university links reflecting best practice

• Need to address CPD/MPD and company focused training courses.


Academic/university requirements

• Course must achieve academic validation and professional institute recognition/accreditation

• Mixed mode and flexible delivery of learning material

• Courses must be capable of delivery to diverse student body

• All learning outcomes clearly identified and met.

• IPR for learning material agreed.

© University of Bolton & Aero-Composites Design Ltd

• 1st ANAF Conf• Funding confirmed• 1st Steering grp mtg

• Launch Working Grp

• Agreement on sharing IPR

• Agreement on deliverables

• 1st Course structure defined

• Review of existing provisions

• Industrial letters of support obtained

• Course content developed

• (4) Pilot courses held

• Refined MSc & CPD modules developed

• E-learning structure developed

• Discussions with FE colleges started

• Academic validation• Marketing begins

• First MSc Intake• First CPD course

Timeline


Programme Launch - ANAF Conference Oct 2006

• The Future Of The Aerospace Industry In North West Of England

• Sir Dick Evans, formally chairman of BAE Systems, now Chairman of United Utilities

• Derek Marshall, Director (Defence and Homeland Security) SBAC, and Martin Wright, Executive Director NWAA.


4 Working Groups launched –

• one had specific objective of “Education, Skills and Training Challenge”• “...to address the future of the aerospace industry in the North West and the

‘Global Challenge• “.. unanimously accepted that there was (sic) and still is, a major challenge

to be faced in the education, training and skills of the engineers in the aerospace industry.

• “It is ... important that Industry and Academia take much greater steps than hitherto to establish closer relationships to formulate ... future needs so that relevant curricula can be created. “

• Steering group had industrial, academic and regional development membership


Development Matrix of needs

© University of Bolton & Aero-Composites Design Ltd

Technician Apprentice

Experienced eng’r but non composite

Common core, modular capability ladder for engineer leading to MSc

Common core ladder for eng’r needing technology overview – CPD or PGC model

Experienced eng’r but non composite


Early stages (2009)

Review of existing provisions –

• Use of internationally available courses would not meet UK requirements (course content, course availability, costs, professional institute recognition)

• Locally the picture very mixed.

• Some leading companies had bespoke in-house courses. • courses fully met particular in-house, delivered by experienced (and in some

cases world recognised) subject matter experts, • it was becoming more difficult to keep training material up to date• due to business demands availability of the subject matter experts for training

was becoming restricted. • courses did NOT carry formal academic qualifications, and not formally

recognised by any professional body.


Early stages (2009)

Review of existing provisions (continued) –

Most nationally available courses provided for the training of manufacturing operators

• Many university courses were aligned to materials science and not applied engineering.

• CONCLUSION - A major gap existed and confirmed the need for focused academic and CPD programmes


Course development• Strategic issue - Joint university and industrial working group established and working closely.• Capability matrix populated with key learning points.• Strategy map developed for current programme and sustainable futureTarget population General associated

eng'g developmentBackground training Common to all groups

Detail Design

A' Level Students N/A N/A N/ATechnician Apprentice trainingFormal qualif ication development up to and including degree.

Graduate Engineers

Pre-requite for the training - basic know ledge of structural airframe design together w ith basic design and draw ing presentation. Would expect course candidates to have had some previous experience in the design and draw ing/draugthing of metallic parts - machined plus Flat & FormedDevelop an Understanding of -1)mat'l characteristics, f ibre types and adhesive types.2)detail design features3)design rules - plus w hy choose composites. Include lay-up of a simple f lat panel w ith 20% 0/90, 80 % 45/135 and then onto a curved panel w ith basic varying thickness across the panel.4)galvanic corrosion and material protective treatmentDevelop an Elementary Knowledge of 4)processing including mechanical assembly.5)Common joining methods - mechanical and adhesive6)Panel stif fening - stif feners, semi manufctd cores. To include simple panel lay-up w ith a honyconb panel core - location of neutral axis and panel edge design.7)Acceptance criteria8)Damage tolerance and BVID9)EMH and L/S protection techniques10) Draw ing presentation for composites11) Manufacturing processes, mechanical testing and NDT processes.

Technology terminology -Bonding, Co-bonding, Co-

curing, Ply, Tape, Cloth, Fibre,

resin matrix,Acceptance criteria,

Inclusion, no-bond, dis-bond, porosity,

delamination, resin rich, resin starved,

stagger, stagger index, gaps, overlaps, w arp, w eft, ply direction, EoP,

traveller.Lay-up table

Fibre misalignment

Material Familiarisation1) Provision of some

simple hands on material cutting, laying up and

curing.2) Provision of some

practical experience w ith NDT and evaluation of X

ray of know n defect types.


MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5 MODULE 6 MODULE 7 MODULE 8 MODULE 9 MODULE 10 MODULE 11 MODULE 12Technician N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/AGraduate Engineer Mat'l characteristics,

fibre types and adhesive types.

Detail design features Design rules - plus why choose composites. Include lay-up of a simple flat panel with 20% 0/90, 80 % 45/135 and then onto a curved panel with basic varying thickness across the panel.

Galvanic corrosion and material protective treatment (including other hazardous materials + COSHH)

Processing including mechanical assembly. Common joining methods - mechanical and adhesive

N/A Panel stiffening - stiffeners, semi manufctd cores. To include simple panel lay-up with a honyconb panel core - location of neutral axis and panel edge design.

Acceptance criteria Damage tolerance and BVID. EMH and L/S protection techniques

Pre-requite for the training - basic knowledge of structural airframe design together with basic design and drawing presentation. Would expect course candidates to have had some previous experience in the design and drawing/draugthing of metallic parts - machined plus Flat & Formed. Drawing presentation for composites

Manufacturing processes, mechanical testing and NDT processes.

N/A

Experienced Engineers but non-aerospace

Mat'l characteristics and fibre types

Detail design features including some first order sizing. Include simple panel lay-up as above but to move onto more complex panels with curvature and with varying thickness and island thicknesses. Detail design of core stiffened panels - using honeycomb as above but with more complex issues such as deep core with mitred core corners

Design rules - & why choose composites. Design to cost and weight saving design - e.g. unitisation


Joining methods - mechanical and adhesive. Processing including mechanical assembly.

Fastener selection, bolt pitching, edge distances,

Panel stiffening - stiffeners, semi manufctd cores.


Pre-requite for the training - basic knowledge of structural airframe design including assembly requirements, structural classification of parts and assemblies together with basic design and drawing presentation. Drawing presentation for composites

Manufacturing processes, mechnical testing (proof of part) and NDT processes and techniques

N/A

Experienced Engineers but non-composite

Mat'l characteristics and fibre types

Detail design features including some first order sizing. Include simple panel lay-up as above but to move onto more complex panels with curvature and with varying thickness and island thicknesses. Detail design of core stiffened panels - using honeycomb as above but with more complex issues such as deep core with mitred core corners

Design rules - & why choose composites. Design to cost and weight saving design - e.g. unitisation


Processing including mechanical assembly. Joining methods - mechanical and adhesive. Sub structure design including assessment of build gaps and tolernaces

Fastener selection, bolt pitching, edge distances,

Panel stiffening - stiffeners, semi manufctd cores.


Pre-requite for the training - basic knowledge of structural airframe design including assembly requirements, structural classification of parts and assemblies together with basic design and drawing presentation. Drawing presentation for composites

Manufacturing processes, tooling types & concepts, mechnical testing (proof of part) and NDT processes and techniques

CAE simulation tool set. Design for and design of Repairs including interpretation of X ray and NDT scan reults.


Course development

Some of the jointly agreed guiding principles at this early phase were –

• Critical for future plans that we know and understand both the target populations and their target roles.

• Portfolios need to be capable of being focused and tailored to population groupings

• Development ladders must cater for a mixture of formal learning and “on-the-job” training

• Engineering knowledge needs to be common core.

• Active interaction between universities of Bolton and Manchester using design eng’g strengths of Bolton and materials science strengths of Manchester.


Course development (continued) At the end of this phase the working had developed –

• a fully populated matrix of specific module topics

• an assessment criteria that would meet the university’s academic standards

• a structured set of topics and sub-topics for the modules plus academic schemes of work

• a complete introductory course including lecture material, class based practical investigations and real life worked case studies

Next step was to pilot the courses off campus with partner companies.

(2) companies volunteered Bombardier (Belfast) BAE Systems (Warton/Samlesbury unit)


Course Building (MSc and CPD/MPD)

• (4) successful pilot introductory courses presented (2nd quarter of 2009).

• Over 100 candidates chosen by the participating companies – no academic vetting

• Most student feedback very supportive with suggestions for improvements

• Some feedback emphasising importance of class based practical investigations

• 2 comments that the course did not fit with their jobs but that it was worthwhile.

• Business feedback very supportive especially regarding work-based location – less disruptive to on-going business – BUT BEWARE!.......


MSc and CPD/MPD

• Following the pilots’ focus put on development of MSc to deliver academic rigour and industrial best practice.

• Exchange of developed modules between Bolton and Manchester.• Joint team fully engaged with weekly progress meetings to meet target dates.• Significant step forward with full joint development of detailed lesson content

– also available via e-learning facility.• Successful audits carried out by nwUa (funding body) – auditor comment

‘..the programme has delivered beyond expectations...’.• In conjunction with IMechE team member the course content and detailed

modules design to meet UK Spec to meet chartered engineering status requirements

• Mixed mode learning (on-campus, e-learning and on-work base )meets industrialists requirements


Validation• MSc successful in gaining academic validation in November 2009

• Validation review fully supported by the academic and industrial team members

• Comments from 1st review board were minor in nature• All comments successfully addressed within 4 weeks.• Module credit values and assessment criteria validated – on-going evaluations

of student achievements throughout course no traditional end of year examinations

• IMechE have ‘endorsed’ the course and will review outcomes from course after first intake with a view to fully endorsing it.

• CPD/MPD modules provide modular learning plus ability to address ‘gaps’ in engineers and companies’ strategic technology capabilities.

Module Title: Credits:

Introduction to Composites 15

Research Methods 30

Manufacture & Fabrication 15

Design of Advanced Composites 30

Advanced Design of Composites (Option) 30

Damage, Repair & Life (Option) 30

Standard Dissertation 60

Industrial Dissertation ( only available for those

employed in the composites industry)

120


Current Programme status

• All programme deliverables achieved on time & to budget

• Joint academic/industrialists TEAM working very closely – ‘best practice’

• CPD modules – first course were ready by the end of May 2010

• CPD course was ready by December 2010

• MSc course was ready for delivery in Oct 2010

• MSc bridging courses ready by July 2010.

• Multi-mode learning experiences ready

• On-going discussions with local FE college to ensure programme deliverables (especially CPD modules) do not overlap plus mutual support


Current Programme status continued…

• Identification of a gap between HND/Foundation degree and MSc

• Programme has strong theme to support mature practicing engineers

Marketing

• Key activity – multi formats used.

• Banners and large scale presentation material for conferences, trade shows, etc

• Separate flyers for MSc and CPD so that focused deliver can be made.


Lessons learnt-

• Academic & industrial requirements MUST be clear and agreed at outset.

• Flexibility by collaborators essential

• Diverse student capability – outside the experience of industrialists?

• Mutual respect and openness in team essential

• Regular interface meetings critical

• Terminological and perceptual will arise amongst team (academic speak and industrial speak)

• Membership continuity of working group essential

• Number of subject matter experts limited – “train the trainers” using material under licence?.


Lessons learnt

• Put course material up review, comment and change

• Focus and be selective in course material – don’t be overambitious!

• Pilot modules wherever possible – there is no substitute

• Do what you say and deliver on it

• Right mix of academic rigour/standards and industrial practice essential

• Sharing IPR is vital – Copyright issues can be divisive and block progress – look to building up UK Ltd

• Difficult to attract UK based engineers


Conclusions

• Close and regular liaison with the funding provider is essential

• there were no surprises & no disappointments

• On-going support from nwUa within and outside the working group• Supportive response regarding the use of funding and further funding

• A good reputation meant other funding bodies (e.g. NWDA) had trust in the team

Continued….


Conclusions continued….

• The ‘right mix’ of academic rigour, teaching experience, technology expertise and industrial experience was had to be invested to get the course to where it is now – ready to harvest the fruits of the labours.

• In terms of the technology – delivering training and learning is one thing – subsequent on-going support to the engineers will be required!

• The modular approach with mixed mode delivery that meets industry and university requirements has proven popular with the companies.

• Attracting UK students is frustratingly difficult – current economic constraints may be influencing this


• A key industrial contributor was quoted as saying:

• “ One of the MOST interesting and rewarding programmes of work I have ever done!”


Main Problems:

• Managing expectations- Industrialists require “Oven ready Chickens”, Academic Institutions aim to develop “rounded individuals with skills for life long learning” and so cultivate and hatch eggs!

• Many Industrialists put great emphasis on knowledge and skills (vertical thinking approach) but academic institutions aim to develop people to seek and produce new techniques (lateral thinking approach).

• Learners returning to education sometimes lack confidence when working with recent graduates and underestimate their experience in relation to course delivery


Problems cont:

• Same industrial sectors are protective of what is essentially commonly available information - much is on the “web”.

• Educational providers preferred even if the product is not really fit for purpose

• E-learning is not the panacea for education, personal contact is still important for rapid learning especially in highly technical design processes

• Understanding industrial terminology and the academic process


Real Benefits:

Transferable case studies developed in conjunction with academics and industrialists

Cross sector involvement-using good practice

Many aspects of the material is transferable across academic levels, especially videos and material data

Building blocks for future bids. Post codate as developed:

• NWDA-Comphet,• Royal Academy of Engineering-Industrial Dissertation/PDP and Flying Skills


Marketing Benefits


Acknowledgements & special thanks to:

Celia Brigg NWUA,Clare Lowe NWUAJim Banks AeroComposites/BAE systemsIvan Dean (formally Aircelle Safron) IMechEIain Minton Aircelle SafronArthur Wilkinson University of ManchesterNWCCAlan Groves DSTLSofi Datoney Freelance Graphic DesignerEric Carswell University of Bolton

http://www.bolton.ac.uk/codate

Thank you for your attention

Any Questions?



Date post:	15-Jan-2016
Category:	Documents
Upload:	astrid-farrin
View:	212 times
Download:	0 times

Prof. P. Myler & B.Pederson Composite Design and Analysis Training and Education (CoDATE) The wider...

Documents