Design Issues International Design Journal, Vol.3 No.

Simulation strategy in CAD/CAM programs as a method for teaching

principals of material forming

Dr. Wesam Oncy Ibrahim*

Dr. Mohamed Mohamed Riad**
*Metal Products & Jewelry department, Faculty of Applied Arts, Helwan university
**Industrial Design department, Faculty of Applied Arts, Helwan university

Abstract:
The paper represents an investigation ipnto suitable learning strategies to aproach principals of material
forming using CAD/CAM programs. Learning and teaching approaches needed to reach what a student
deserves, and considerations that should be taken by teachers to decide on the proper learning style.
Learning style depends on the individual's abilities, environment and learning history. Learners learn
better when the subject is presented in a style that is consistent with their preferred learning style. Course
specifications of a subject for principals of material forming using cad//cam programs, the intended
learning outcomes for the subject and crosses contents of the subjects and software are listed. Focusing
on teaching the learners CAD/CAM programs and their functions, the use of combination of CAD/CAM
for CNC Machining in many program packages, Practice of simulation strategy in education to reach the
toolpath simulation and machine. Tool controls simulate machining and the benefits of selecting
simulation software are discussed. The assessment methods for the subject are mentioned.

Keywords:
Simulation, teaching strategy, metal forming
to duplicate a real world process or system over
Introduction: time. Whether done by hand or computer. The
The use of traditional methods in teaching the more we know about the system, better will be the
rules of the material formation is very expensive simulation and more reliable the result from
due to the high prices of machines and materials simulation. Simulation is defined as "the imitation
as they are used for educational purposes only. In of the operation of a real-world process or system
addition to danger the student is facing, especially over time. The act of simulating something first
in the early stage of learning. That is one of the requires that a model be developed; this model
reasons for using simulation strategy. Simulation represents the key characteristics or behaviors of
strategy in learning is one of the educational the selected physical or abstract system or
methods recognized nearly, for teaching many process. The model represents the system itself,
crosses. This is due to great benefits gathered whereas the simulation represents the operation of
when using that strategy. The use of simulation the system over time." (wikipedia)
software can change the way the student approach It is an art of depicting the facts understood from
problems, also student find pleasure by making the observations such that more experimentation
him active in computer exercises. Through using a can lead to better understanding of the
cam program that contains simulation system as a phenomenon or the system being studied.
package. To get the best benefit of the selected Simulation models are "run" rather than solved,
package of cam programs, it must be easy to learn even through there may be a few exceptions.
and can be used for more than one course. Given a set of inputs and model characteristics,
Furthermore, it must be widely used in the market the model is run for set of inputs and the
in order to provide the student with vital skills at simulated behavior observed. The process of
graduation. To simulate, essentially means to try changing inputs and model characteristics results

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International Design Journal, Vol.3 No.1 Design Issues

in a set of scenarios that are evaluated. A good attainment of our most vulnerable children
solution, either in the analysis of the existing and young people.
system or in the design of a new system is then § Active and fun, allowing young people to
recommended for implementation. become problem solvers in a supportive and
stimulating atmosphere.
Study Problem: § Flexible and creative, allowing for
Due to lack of machinery, tools and materials in personalization of learning.
educational institutions, a proper simulation § Allow for choice, challenge and chances.
strategy is required as a method for teaching § Based on up to date educational research.
material forming principals in CAD/CAM § Collaborative and co-operative, promoting
programs. The suggested strategy is needed to be quality social interaction between children
implemented in technology oriented courses to and young people. (Glasgow City Council,
assist designers to improve their abilities in both 2009)
understanding and practicing metal forming. The learning style must fulfill all the aims of
learner, teacher and help in achieving the intended
Study Significance: learning outcomes for the subject.
The study provides an enhanced simulation 2- Learning Styles:
strategy to teach principals of material forming There has been a cycle of debates about effective
using CAD/CAM programs. It also boosts the teaching that have taken place since the late
ability of design student or trainee to learn the 1960s, These have largely centered upon the
technique of materials forming. The introduced efficiency of providing a wide range of teaching
methodology assists a designer to accurately go styles and strategies. This led to having variety of
for the right type of material forming according to strategies, which can be choosing according to the
the part shape. subject. There has been a growing recognition that
student learn in different ways, Finding out
Methodology student learning preferences, and comparing those
1- Teaching and Learning Approaches: to the strategies they are offered in lessons,
Learning and teaching are at the spirit of a enables teachers to match teaching to learning.
successful course. We now recognize more about Part of the effort to engage learner more in their
how student learn and it’s essential that we all learning has been to involve them in a
realize that how we teach is as important as what conversation about how they learn, Engage more
we teach. Student deserve the very best in student in their learning; have led teachers to
dominant learning experiences and in order to explore alternative ways of teaching, when
afford that we have to re-examine our teaching practical subjects. (John Beresford,
methodologies and give greater scope to teachers 2011)
to exercise their professional skill. Organization To select learning style depends on the
should discuss with all staff how best to capitalize individual's abilities, environment and learning
on ‘what we do well already’ and how we can get history. Learners learn better when the subject
better and be more resourceful in our learning and matter is presented in a style consistent with their
teaching. preferred learning style. Figure (1) present Kolb's
There are considerations of Learning and teaching four learning styles (adapted from Fielding, 1994)
approaches should be taken by the teacher to 2.1 – Accommodators:
select the suitable learning style:
This learning style carry out plans and
§ Focused on the learner. experiments and adapt to immediate
§ Well planned, considering outcomes, circumstances, use the following strategies, Group
learner’s interests and prior knowledge. work organized, Gut feelings asked for, Mistakes
§ Enjoyable, relevant and inclusive – allowed, Reporting back methods varied,
enhancing the experience, achievement and

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Design Issues International Design Journal, Vol.3 No.1

Simulations and Variety of approaches. It is used asked, Paired work, Reflection on experience and
when allowed to gain 'hands on' experience. Role play. It is used when allowed to observe and
gather a wide range of [Link] studying
the learning styles, it show the importance of
compatibility between the Syllabus, which is
taught and education strategy used, and the
attempt to change the strategy of traditional
education strategy modern and applicable, is the
simulation in order to bring the difficulties faced
by the learner in the section on the formation of
materials using the CAD/CAM.
So, we can start by the course specifications and
by selecting the suitable course plan with the
suitable learning styles, this will led to a complete
education strategy to this subject.
3- A suggested course specifications of a
subject for principals of material forming
using CAD/CAM programs:
By the end of the course the students will be able
to:
Figure 1: Kolb's four learning styles (adapted § Compare between different techniques of
from Fielding, 1994) effective using of CAD/CAM in
manufacturing.
2.2 - Assimilators: § Use of modern tools and applications
This learning style use inductive reasoning and programs commonly used in CAM.
have the ability to create theoretical models, use § Enumerates the different CAD
the following strategies, Accurate recall, Action representation data.
planning, Case study, Class work, Data collection, § Understand the fundamental concepts of
Demonstrations, Hand-outs, Lecture, Specialism computer assisted CNC programming.
tapped, Video and Working alone. It is used when § Develop a process plan for a real case
presented with sound logical theories to consider. study.
§ Plan a production facility for a real case
2.3 - Convergers: study.
This learning style rely heavily on hypothetical-
3.1 - The intended learning outcomes:
deductive reasoning, use the following strategies,
Accuracy stressed, Choice of activities, Clear a- knowledge and understanding:
goals expressed, Comprehension, Note-taking, a1 - List and describe the different applications
Planning of work by learner, Practicing skills, of computers programs in industry.
Problem-solving, Relevance of work explained,
a2 - Identify the different CAD data
Scientific experiments, Testing, Thoroughness representation and different file types.
stressed, Working alone and Worksheets. It is
used when provided with practical applications of a3 - Explain the fundamental concepts of
concepts and theories. computer assisted CNC programming.
2.4 - Divergers: a4 - Explain the concepts of computer aided
process and production planning.
This learning style view situations from many
perspectives and rely heavily upon brainstorming a5 - List and describe the different sensors and
and generation of ideas, use the following transducer concepts.
strategies, Brainstorming, Discussion, Group a6 – Explain the concept of rapid prototyping.
interaction, Investigations, Open-ended questions

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International Design Journal, Vol.3 No.1 Design Issues

b - Intellectual skills: How to choose a CAD/CAM program?

b1 - Choose an appropriate CAD data The different types of CAD/CAM software.
representation for different applications. What are tool paths and how do you create
b2 - Choose a suitable CAM program for them?
different applications. The cam program steps: (As presented in Figure
b3 - Establish a complete plan for a case study 2)
and simulate the case. § Define material
c- Professional and practical skills § Define stock size
c1 - Use appropriate steps for complete plan for § Define coordinates
a case study § Define tool
§ Define feeds and speeds
c2 - Design and perform experiments using § Simulate machining
CAD/CAM programs § Tool paths
c3 - Use different CAM application software § Post process
d - General and transferable skills Using cam software.
d1 - Write technical report according the Example of some G-Code.
scientific standards guideline Machine controllers.
d2 - Present the different knowledge concepts The principals of material forming:
through a report in oral seminar
§ Milling 2.5,3 axis
d3 - Work as a part of a team in production § Milling 4, 5 axis
planning group for a real case Study § Turning
3.2 - The main points of the crosses contents: § EDM
What is CAD/CAM?

Figure 2: The cam program steps

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Design Issues International Design Journal, Vol.3 No.1

4- Subjects and Software: model until it reaches the final shape of the
designed part.
Teaching method selected to teach courses like
CAD/CAM program, material forming and To accomplish this, the typical machining
theory of machines. Following Bloom's strategy, strategy consists of:
the acquaintance is achieved in the academic § Using initially large tools to perform bulk
lecture with stress on practical examples (as removal from the stock (roughing
shown in the Application at the end of the operations)
research). In order to increase student § Using progressively smaller tools to
intellectual capacity simulating the case study, remove smaller amounts of material
Excel sheet for recognizing the data needed to (prefinished operations)
achieve the part properties and configurations § Using a small tool to remove the uniform
and Working Model are used for revelation and stock layer achieved in previous operations
visualization of the problem presented in the (finish operations)
academic lecture.. Selecting the software suitable
In addition, by simulating material removal the
for the subject needs great care and depends on
image of the stock mode at any time during the
some practical rules. It also, may led to choose a
process can be visualized. This provides
full package of software which is preferred than
valuable feedback for choosing the most
a single program. The full package of software
appropriate machining strategy. (Dinu Gubencu,
gives the ability of starting any project from
2009)
scratch till last machining stage.
These are the steps that the student will pass by
Teaching subjects like dynamics, theory of
to reach the aim of the subject and the program.
machines and robotics with emphasis on the
theoretical concept only is knowledge. In order 4.1 - CAD/CAM programs:
to understand the function of a special Computer-aided design is the use of computer
mechanism, students are previously asked to systems to assist in the creation, modification,
build their own model in the workshop, or a analysis, or optimization of a design. Computer-
laboratory setup is required to visualize and aided drafting describes the process of creating a
demonstrate the mechanism motion. A more technical drawing with the use of computer
viable option is to use the computer simulation software. CAD software is used to increase the
to replace the workshop and Lab.. Because of its productivity of the designer, improve the quality
extensive mathematical, simulation and of design, improve communications through
graphical capabilities,, simulation was selected to documentation, and to create a database for
do the numeric and graphical job. Also, manufacturing. CAD output is often in the form
simulation has a wide number of toolboxes, of electronic files for print or machining
which provide a graphical modeling operations. CAD software uses either vector
environment. The ability of simulation to be based graphics to depict the objects of traditional
interfaced with other dynamic simulation drafting, or may also produce raster graphics
programs makes it a powerful tool for showing the overall appearance of designed
mechanical engineering educational. In the other objects.
hand, Working Model and simulation are Computer-aided manufacturing is the use of
becoming popular tools in education. The computer software to control machine tools and
simulation packages allow one to quickly build related machinery in the manufacturing of work
and analyze a dynamic mechanical system. pieces. This is not the only definition for CAM,
These packages are easily interfaced with but it is the most common; CAM may also refer
simulation, which make it easier for the student to the use of a computer to assist in all
to get the numeric data required for the operations of a manufacturing plant, including
simulation.. (Allan Tubaileh, 2006) planning, management, transportation and
The cam program in manufacturing process aims storage. Its primary purpose is to create a faster
to successively reduce material from the stock production process and components and tooling
with more precise dimensions and material

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International Design Journal, Vol.3 No.1 Design Issues

consistency, which in some cases, uses only the CAM depends mainly on the CAD data, using
required amount of raw material (thus special type of file (extensions), such as STL,
minimizing waste), while simultaneously IGES, VRML, DXF, and DWG, also file types
reducing energy consumption. (Wikipedia) belonging to the programs, and graphics of the
Detecting that definitions of CAD/CAM we designed projects, and so on. The students have
have to discuss the function of their systems and to study the different between the file
how can the combination with CNC machining extensions, and what type can be used in which
will be used in learning the course. machine and why. Answering this is the first
point in the manufacturing plan. Therefore, the
4.1.1 There are several functions of
connection between computer aided design and
CAD/CAM systems:
manufacturing processes is closely attached. It is
1. To use CAD/CAM system can give a suitable the relationship that provides the design of
solution in design and manufacturing products to tooling, parts, assemblies and fixtures and the
teach the student, as most these programs are generation of machine information for
based on product design and manufacturing. manufacturing and examination.
Some of the CAD/CAM packages are for The range of CAM applications differ greatly
general products, and others are specialized in from highly programmed tools which are mainly
certain type of product. graphics determined to pure language based
2. A CAD/CAM system can generate tools where machine tool, and other
manufacture information based on the numerical programming languages to control the machines.
model contained in the CAD part. This Modern technology provides the combination of
information can be used in many ways during both graphics and language in an application to
the manufacturing process. For example, it may take full advantage of the efficiency.
assemble numerical control information for a
part which is used in a diversity of ways by 4.1.3 - Combination of CAD/CAM for CNC
directing it to different numerically controlled Machining:
equipment or systems, or it may be milling CAD/CAM combination means performance
information to direct a machine to engrave a interfaces between these systems as long as
surface as described in the CAD part. This can internal or external announcement of item for
play an important role in teaching the student consumption data. It is acknowledged that
how to deal with this information. different steps in the development of a
3. The connections capabilities which offer a manufactured product are interrelated and can be
system for exchanging information with other accomplished more successfully and
computers using conventional professionally with computers. Programs as
telecommunications networks are also used in Solidworks, Parasolid, Catia, ProE, Inventor,
CAD/CAM system. This information may be Solidedge, and some other programs specialized
numerical control information, CAD drawing in certain product as jewelry design as Rhino,
information, or any other type of information. Artcam, and Matrix, all this packages work on
The integration of CAD/CAM is not only based combining CAD and CAM programs. Both
on the material part of creation being produced, types can be studied by student to increase
but also on the data that define and direct each general knowledge about the subject, but only
step in the manufacturing process. This can help one program will be used in simulating the final
in teaching the student how to deal with different project.
kind of information and to select the best The combination is not typical in all programs,
according to the situation. but nearly the same main steps or topics. The
CAD/CAM applications submit starting
4.1.2 - Computer-Aided Manufacturing
manufacturing analyses to manufacturing
(CAM):
controls. In general, the relationship that
The number of Computer-Aided Manufacturing CAD/CAM provides between geometric models
(CAM) applications is growing rapidly after the and the quantity crunching power of computers
development of Computer-Aided Design (CAD). allows it to offer huge efficiency improvements

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Design Issues International Design Journal, Vol.3 No.1

in numerical control (NC) system. Largely, accumulating the creative experiences to make
CAD/CAM integration is a solution to the by themselves as physically emotion drops out
industrialized which improves the productivity, becomes very large. It is considered that students
efficiency, and profitability in existing who are departing to start an engineering career
production. in the future, that multimedia education through
physical feeling to learn through whole senses
4.1.4 - Simulation of CAD/CAM system in
may be essential by all means. The development
CNC Machining:
advances toward the basic education for machine
After a NC programmer finishes programming, design by teaching through practical approach.
and before an operator begins to manufacture the The simulation of machinery and equipment
geometry part, it is very helpful for them to being used which are related to multimedia and
watch a graphic representation of the path networks are enumerated. They are used for
superimposed on the geometry part. A teaching, mainly centering on the operation for
CAD/CAM system can be developed to generate CAD/CAM, and by transmitting CAD data. This
automatically the optimal cutter path, to move at last generates a well educated graduated
from one machining feature to the next. This is student.
simulation.
Current research focuses on the NC tool path 5- Practice of simulation strategy education:
simulation with the ability to display the cutter The experiential practice of drawing education
path superimposed on the geometry part. CAD aided by multimedia and network is introduced.
system displays cutter location on a color screen The teaching of CAD in which drawing is
rather than in black and white screen. performed by using computers has been carried
Additionally, the CAD/CAM system suggests out for students in CAD/CAM practice so far.
that the geometry as a shaded image is in one set However, the special training for doing the
of color, and then the tool path is in a contrasting practice in companies has been performed, and
color. Cutting paths are as solid lines and rapid the number of the students who are assigned as
movements in air are seen as dotted lines. the type of occupation suitable to the persons
Therefore, CAD/CAM system makes CNC who have auditory defects increased, thus those
manufacturing process simulation more results became experientially remarkable, and it
powerful and clear than any other simulations. was decided to strengthen the teaching. At
(Shanshan Chen, 1995) present, from the third term of graphics exercise
Generally, when multimedia for education is which is performed in first year, the teaching of
used, there is a trend to consider it the ideal the basic operation of CAD is begun. However
system for educating while presenting material at this stage, students scarcely learn special
which can be understood easily, by using a subjects, and it is too difficult to do machine
computer simulation. This simulation is very drawing including machine elements for them,
important because there are some cases where therefore, the drawing education in which the
even very common words, when they do not experiential multimedia through bodily feeling is
appear in written form often, are missed totally, taken so as to be able to learn the sense of using
even by academic students. Not only in the CAD begins. (Tsutomu Araki, 1998)
vocabulary as verbal communication, but also
5.1- Toolpath Simulation and Machine Tool
existing activities. Generally, multimedia
Control:
comprises all of the information of images,
voices and others, and gives an impressive Simulation provided a basic toolpath simulation
feeling. Conversely, considering the students and a 2D simulation are available as internally
who entertain advanced education as easy developed software. In addition, Machine Works
information is not inputted only because trial for 3D simulation. It performs solid toolpath
information is lacking, and for aiming at social verification and simulation and is the primary
self-determination, they apply very much to rise simulation capability employed by users.
above the gap of thinking as well as wide- The simulation software also provides graphical
ranging common sense, the fear that the sense of tool path simulation in CAD environment to

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International Design Journal, Vol.3 No.1 Design Issues

prevent the machine tool damage. Three views The geometry data of the cutters must be
are available in the graphical tool path, such as provided before the simulation. A developed
top view, front view and right view.. Therefore, tool path should show the length and the
students or other users can generate the machine diameter of the cutter, plus the depth and width
tool path in CAD before actually machining of of the cutting path.. Turning operation is used
the part.. The graphical tool path simulation uses widely in NC technology. This is another feature
different line types and colors to distinguish suggested to be added in future research. It will
between the cutting operation and rapid travel make this simulation software more versatile and
operation. This makes this tool path clear and more applicable..
powerful as present in Figure (3).

Figure 3: The toolpath in different line colors

5.2- Simulate machining: is more efficient than use of a CL-file. Sub-
routines are built into the P code. If an operation
§ Simulation occurs before posting and before the is to take place at multiple levels the commands
G-codes are computed in the post-processor. are only created once, as compared to being
§ Parts can be rotated during verification. The generated for each level.
entire machine tool including fixtures and the § The CAM program output is efficient. If the
part are simulated in 5-axis operations. In 2- and same operation is performed several times the
3-axis operations the entire machine tool is not commands are only recorded once in the output,
simulated. there by minimizing the program length. In
§ CAM maintains greater control over the other systems the commands are often repeated.
process. The CAM post generator is language (Allan Christman, 2005)
based; the language being similar to Basic.
There is neither a Wizard nor graphics to aid the 5.3- Benefits of selecting Simulation software:
user when developing posts.
Simulation software can be used for vertical
§ From a large library of post-processors, the
specific posts required by a customer are
milling machine. It is known that NC programs
provided with the system. containing errors can cause serious problems
§ Post-processors can be and are often customized during the communication and the machining.
by a CAM reseller. Additional posts can be For instance, if the dimension of the drill
generated by the CAM reseller and there is operation is too deep, the cutter may drill into a
usually a charge for this service. Only a few clamp or a fixture. That can cause breakage of
users create their own post-processor. When the the tool and damage to the clamp or fixture.
G-code is created in the post, there is no need Therefore, the benefits of graphical simulation
for further editing before it is sent directly to a software package are:
machine. It can be generated from a Post-
processor. 1. The software package gives the students all
§ CAM employs its own internal code that is the benefits of CAD/CAM without the
unique to CAM. It is referred to as parameter complicated steps of generating NC codes,
code or P code. CAM believes that their P code such as G40, G41. That is complicated to

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Design Issues International Design Journal, Vol.3 No.1

student with lack in engineering many of the hard testing process for the
background. prototype, and reduces the cost.
2. The software packages provides NC code 7. Without simulation software, milling machine
inspection functions, and help the students is almost useless in education. Due to the
and other user to verify their NC programs high cost of materials when examining every
correctness during the programming process. step in machining process. Right now, it can
3. When the error occurs, the software will stop be used to fulfill the education requirements
converting NC codes into script file, and and saves unnecessary costs.
display an alarm message to tell user which 6- Assessment methods for the subject:
part of the NC program is wrong and how to
correct it as present in Figure (4). Some The exercises are designed to present more
programs may give hints to the solution of compelling questions to be answered via
the error or hints to the cause of error. simulation. In the traditional course,
development of a model that properly given real-
problem situation is often seen as an end in
itself. In the revised course, model development
is just the starting point for experimentation and
analysis, drawing of conclusions, and reporting
results. Students thus have greater exposure to
the entire process of simulation modeling and
analysis.
For example, the theoretical concept of cam
design which includes selection of displacement
curves of the follower and the parametric
equations of the cam profile is presented in the
Figure 4: Solving the errors that appear by class. For better understanding of the theory,
simulation each student is asked to design his own cam.
4. The stock size control function in this Then, the data is exported to simulation to model
simulation software uses CAD basic the cam geometry using the geometry window.
commands to generate an original stock The rest of linkages are easily modeled by
drawing with three different views. simulation, and the mechanism is animated to
analyze its motions. The motions parameters can
5. After simulating in some complicated cases be easily changed to visualize the output motion
manufacturing start machining by wooden, like displacement, velocity and acceleration in a
wax, or foam as prototypes, for verifying the form of easily to read and understand graphs.
toolpath and examining it, this step was (John Beresford, 2011)
usual before simulation was added to
CAD/CAM packages. Discrepancies Finally, the design of the course lends itself to
between the prototypes and the intended active experiential learning, as students
design specifications are corrected by experiment with and “discover” the principles
editing the program and the entire process is being demonstrated, rather than simply being
repeated until an acceptable part is “told”.
produced. 7- Application:
6. This kind of process requires a lot of machine The application depends on parts designed by
setup time, and multiple manufacture time the student or selected from brakeage of
on prototypes. Moreover, it is even founded examples introduced in the crosses for them.
to be costly because of the largely
7.1- Case study A:
unavoidable expenses associated with the
overall manufacturing process cycle. Hence, A part selected from an assembly introduced to
this graphical simulation software automates explain 2.5 and 3 axis milling.
the NC verification on the computer, avoids
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International Design Journal, Vol.3 No.1 Design Issues

Figure 2
The stage Simulation graphics

Toolpath for
milling stages

Operation
parameters for
roughing stage,
for the outer part

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Design Issues International Design Journal, Vol.3 No.1

Operation
parameters for
roughing stage,
for the inner part

Operation
parameters for
finishing stage,
for the inner part

7.2- Case study B:

A part selected to explain milling stages, and the operation parameters.

Figure 3

The stage Simulation graphics

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International Design Journal, Vol.3 No.1 Design Issues

Toolpath for
roughing stage

Toolpath for
finishing stage

Operation
parameters for
roughing stage

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Design Issues International Design Journal, Vol.3 No.1

Operation
parameters for
finishing stage

2- Allan Tubaileh, Ibrahim Hammad and Loay

Discussion: Kafafi: Simulation Software Enhanced Student
§ Simulation strategy in education can be Understanding, Birzeit University, Palestine,
2006.
made convenient for design and
3- Dinu Gubencu: CAM STRATEGIES USING
manufacturing issues, and give the VISUALMILL SOFTWARE,
student easier way in complicated “Politehnica“University of Timisoara, Romania,
manufacturing problems. It reduces the Gabriel MĂLAIMARE, Zoltan SZÜCS, 2009.
time it takes to teach the implement of 4- Fielding, M: Valuing difference in teachers and
new CNC machines. learners, The Curriculum Journal 5(3):393-417.
§ Simulation prevents the danger that 1994.
faces the students when they deal with 5- Glasgow City Council, Learning and Teaching
the CAM steps and CNC machine Strategy, Curriculum for Excellence, Education
crashes and near-misses, that may Services, Copyright May 2009.
6- [Link]
happened in early stages. That increase
7- John Beresford: Matching Teaching to
safety aimed to the student. Learning, Optimus Professional Publishing,
§ Simulation strategy in education shows London 2011.
machinists what to expect from new NC 8- Shanshan Chen, B.E: Graphical Simulation
programs, also improve process Software For The Tool Path Within an
efficiency. Integrated CAD/CAM/CNC Environment,
§ Simulation provides the student train Faculty of Texas Tech University in Partial,
programmers and machinists without master of science in industrial engineering,
using production time or risking a crash, December, 1995.
Enhance presentations and 9- Tsutomu Araki: Basic Education of CAD/CAM
through Multimedia and Network, Journal for
documentation.
Geometry and Graphics, Volume 2, Tsukuba,
Japan, 1998.
References:
1- Allan Christman: SolidCAM, A Product
Review, by SolidCAM Ltd and CIMdata, Inc,
May 2005.

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