tool die design

Our tool die design handbook and reference books show you the way how the precision high speed metal stamping tool die making being performed in a simple self explained format. Miniature and high precision sheet metal stamping no more a secret in the precision metal stamping trade.

Precision metal stamping tool die design book was written in a simple 2D diagrams. Illustrated the way how the professional tool die makers arrange the strip layout, deep draw sequences, forming sequences and it technique in precision die making. See how the professionals overcome the metal spring back and how to achieved the tight tolerances in stamping ferrous and non ferrous materials. High speed die making tool design technical reference handbook make it simple for tool die makers.

Jig & Fixture Design Tools

Design jigs and fixtures with the power of NX

Advanced solid modeling and assembly design aids in NX are ideally suited for general tool, jig and fixture design. Designers begin with solid models of parts, in-process workpieces, or product assemblies, using associative capabilities to directly relate tooling models to the geometry of the workpiece.

With feature-based modeling, component libraries, and assembly design aids, tool designers can quickly model workholding fixtures, jigs and other production tools, ensuring accurate fit and function of the tooling to the workpiece. NX provides powerful capabilities for creating jigs and fixtures that are associatively matched to the design parts or assemblies.

• Knowledge driven automation to update fixture designs to match new product arrangements
• Rapidly perform design changes with associativity
• Validate and guarantee the design
• Connect seamlessly to NX’s simulation products to analyze geometry and check for strength, distortion, modes of vibration, as a part of the fixture design process – all in NX
• Connect directly to NX CAM to prepare NC programs to mill, drill and turn fixture components – all in NX

The NX Advantages:

Assembly design context: With NX Assembly's modeling approach, it is natural to design fixture components around the part or assembly the fixture serves.

NX Assembly mating conditions allow a new or updated part of the same type to be positioned in the fixture automatically.

NX Mold Design has increased our productivity by 100% allowing us to create mold designs twice as fast as before.

NX offers the powerful capabilities in geometric and large assembly modeling making it ideal for all types of fixture design.

Associative surfaces for easy, fast updates: With the Wave Link technology, jigs and fixtures can contain the geometry of the held part.

Full associativity between the product model and the fixture can ensure fast, accurate updates..

Utilize fixture assemblies across many manufacturing applications: The careful design work you perform to get precise and careful work holding can be carried on to various manufacturing applications.

NX CAM can use fixtures directly in the machining environment, including fixture collision avoidance and detailed machine motion simulation.

Assembly fixtures and other positioning aids can be deployed in your work cell or factory simulations or in your human modeling analysis.

Simulation: Easy to use kinematic software can be used to display and check mechanisms and NX offers a wide range of tools for stress analysis.

Welding fixture complete with clamps and welding guns for an automotive assembly.

Assembly fixtures and other positioning aids can be deployed in your work cell or factory simulations or in your human modeling analysis.

Complex configurations: Using Teamcenter extensions to the NX Managed Environment, an unlimited range of alternative configurations of fixtures can be defined and recalled as required.

NX can display multiple arrangements of fixtures that have different conditions, for example, opened or closed positions.

Fixture (tool)

A fixture is a workholding or support device used in the manufacturing industry. What makes a fixture unique is that each one is built to fit a particular part or shape. The main purpose of a fixture is to locate and in some cases hold a workpiece during either a machining operation or some other industrial process.^[1] A jig differs from a fixture in that it guides the tool to its correct position in addition to locating and supporting the workpiece.^[1][2]

The primary purposes of jigs and fixtures is to:^[1]

• Reduce the cost of production
• Maintain consistent quality
• Maximize efficiency
• Enable a variety of parts to be made to correct specifications

Types of Fixtures: General Purpose - They are usually relatively inexpensive and can be used to hold a variety and range of sizes of workpieces (examples: Vises, chucks, split collets).

Special Purpose - They are designed and built to hold a particular workpiece for a specific operation on a specific machine or process.

What is a Fixture

The fixture is a tool which holds the work piece with the machine bed precisely at the desired location. The fixture also reduces the nonproductive loading, unloading, and fixing time of the work piece. For example, you need to use a milling machine for giving a chamfer at the corner of rectangular work pieces. You can use a vice to hold it in the desired position, but in that case every new work piece will take lots of time for fixing it. On the other hand if you can make a milling fixture like the one shown below and bolt the fixture to the milling machine bed, then you need not waste much time for fixing the work pieces every time:

You just place the work piece and it will automatically aligned to the required angle, and straight away you run the machining operation, no need to measure the angle, and no need to be worried about the accuracy.

What is a Jig

In simple terms, the jig is a tool that guides the cutting (or machining) tool. The most common type of jig is the drill jig, which guides the drill bit for creating holes at desired locations. Using drill jigs increases production rate drastically by eliminating the time spent using a square scriber, height gauge, centre punch, etc. The picture below shows the functionality of a simple drill jig:

Like drill jigs, welding jigs and wood working jigs are also used in industry quite extensively. Wood working jigs are useful for creating intricate wooden profiles.

Jigs and Fixtures

Jigs and fixtures are production tools used to accurately manufacture duplicate and interchangeable parts. Jigs and fixtures are specially designed so that large numbers of components can be machined or assembled identically, and to ensure interchangeability of components.

The economical production of engineering components is greatly facilitated by the provision of jigs and fixtures. The use of a jig or fixture makes a fairly simple operation out of one which would otherwise require a lot of skill and time.

Both jigs and fixtures position components accurately; and hold components rigid and prevent movement during working in order to impart greater productivity and part accuracy. Jigs and fixtures hold or grip a work piece in the predetermined manner of firmness and location, to perform on the work piece a manufacturing operation.

A jig or fixture is designed and built to hold, support and locate every component (part) to ensure that each is drilled or machined within the specified limits.

The correct relationship and alignment between the tool and the work piece is maintained. Jigs and fixtures may be large (air plane fuselages are built on picture frame fixtures) or very small (as in watch making). Their use is limited only by job requirements and the imagination of the designer.

The jigs and fixtures must. be accurately made and the material used must' be able to withstand wear and the operational (cutting) forces experienced during metal cutting

Jigs and fixtures must be clean, undamaged and free from swarf and grit Components must not be forced into a jig or fixture.

Jigs and fixtures are precision tools. They are expensive to produce because they are made to fine limits from materials with good resistance to wear. They must be properly stored or isolated to prevent accidental damage, and they must be numbered for identification for future use.

INTRODUCTION TOOL DESIGN

INTRODUCTION

In 2006, the U.S. Department of Education developed a Tool Kit on Teaching and Assessing Students with Disabilities (Tool Kit) to support the Department’s initiative to improve outcomes for students with disabilities. The Tool Kit focused on increasing states’ capacity to provide rigorous assessment, instruction, and accountability for students with disabilities.  The Tool Kit on Universal Design for Learning is an additional component of the original Tool Kit, and offers a compilation of current information on universal design for learning (UDL).

What is UDL?

UDL is a framework for designing educational environments that help all students gain knowledge, skills, and enthusiasm for learning.  The concept of UDL was inspired by the universal design movement in product development and architecture, which calls for the design of structures that anticipate the needs of individuals with disabilities and accommodate these needs from the outset (Orkwis & McLane, 1998; Rose & Meyer, 2002).  Elements of universally designed buildings might include levered door handles, widened bathroom stalls that can accommodate wheelchairs or other assistive devices, and tables and countertops at a variety of heights.  The tenets of universal design also can be applied to teaching and assessing, and in these contexts, a universally designed curriculum includes goals, methods, materials, and assessments, and supports all learners by simultaneously reducing barriers to the curriculum and providing rich support for learning (Rose & Meyer, 2002). In a classroom using a universally designed curriculum one might find books on tape, interactive software, magnifiers, or highlighted materials.  UDL can be used operationally to provide access to the general education curriculum and maximize learning for the greatest number of students (Access Center, n.d.).

UDL is a framework with three guiding principles that parallel three distinct learning networks in the brain:  recognition, strategy, and affect (Rose & Meyer, 2002).  This framework is important because it reflects the ways in which students take in and process information. Using this framework, educators can improve outcomes for diverse learners by applying the principles below to the development of goals, instructional methods, classroom materials, and assessments.   Use of these principles leads to improved outcomes for students because they provide all individuals with fair opportunities for learning by improving access to content.

1. Provide multiple and flexible methods of presentation to give students various ways of acquiring information and knowledge. Technically sophisticated (hi-tech) examples of this include using digital books, specialized software, and Web sites.  Low-technology (low-tech) examples include highlighted handouts, overheads with highlighted text, and cards with tactile or color-coded ink.
2. Provide multiple and flexible means of expression to provide diverse students with alternatives for demonstrating what they have learned.  Hi-tech examples of this include online concept mapping software, which provides students with a graphic map to demonstrate learning, speech-to-text programs, and graphing to a computer, which collects data regarding students’ learning progress.  Low-tech examples include cooperative learning (asking the student to demonstrate his/her learning in small groups), think alouds (encouraging the student to talk about what s/he is learning), and oral tests.
3. Provide multiple and flexible means of engagement to tap into diverse learners' interests, challenge them appropriately, and motivate them to learn.  Hi-tech examples include interactive software, recorded readings or books, and visual graphics.  Low-tech examples include, games or songs, performance-based assessment, and peer tutoring.

UDL can incorporate the use of digital materials and be implemented in a broad range of educational settings. Research has shown that digital materials, such as automated speech to text, provide powerful learning supports in the universally designed classroom.  Well-designed, digital materials can sometimes be more flexible than conventional classroom tools such as printed text, printed images, and lectures (Center for Applied Special Technology, n.d.).  Digital materials can be modified easily and efficiently from one media type to another instantaneously.  For example, one might modify text to speech, speech to text, image to text, depending on the needs of the student.  Such materials make it easier to customize and individualize learning materials and methods.  This transformational capability of digital media is, in part, the impetus for the Individuals with Disabilities Education Act (IDEA) of 2004 regulations related to the National Instructional Materials Accessibility Standard (NIMAS).  Students with disabilities that make it difficult to read printed materials may require Braille, e-text, audio or large print versions of core learning materials.  All of these can be created from a single NIMAS-compliant digital source file.   NIMAS is a technical standard used by publishers to produce source files (in XML) that may be used to develop multiple specialized formats (such as Braille, audio books, electronic text, large print, etc.) for students with disabilities related to accessing printed materials.  NIMAS enables states and school districts to leverage the flexibility afforded by digital technology to develop those multiple specialized formats quickly and efficiently.   .

UDL Teaching Methods

The Center for Applied Special Technology (CAST), funded by the Office of Special Education Programs (OSEP), at the U.S. Department of Education, has devised three sets of broad teaching methods that support each of the three UDL principles.  These teaching methods draw on knowledge of the qualities of digital media and how recognition, strategic, and affective networks operate.  The UDL teaching methods (Rose & Meyer, 2002) are listed below. .

To support diverse recognition networks:

• Provide multiple examples;
• Highlight critical features;
• Provide multiple media and formats; and
• Support background context.

To support diverse strategic networks:

• Provide flexible models of skilled performance;
• Provide opportunities to practice with supports;
• Provide ongoing, relevant feedback; and
• Offer flexible opportunities for demonstrating skill.

To support diverse affective networks:

• Offer choices of context and tools;
• Offer adjustable levels of challenge;
• Offer choices of learning content; and
• Offer choices of rewards.

Benefits and Examples of UDL

UDL is a framework for providing instructional content in a variety of formats that respond to student learning differences and, therefore, make curricula more accessible for students (Orkwis, 2003).  With UDL, educators can still individualize learning, while maximizing the consistency of educational goals, by developing a flexible curriculum that supports all learners (Hitchcock et al., 2002).  UDL also provides for delivering instruction using a variety of teaching methods.  Technology provides one means of changing instruction and engaging students in digital learning formats (Abdell & Lewis, 2005); however, there are a variety of additional ways that UDL can be incorporated into education, such as the following:

• Building accessibility into design helps to ensure that features meeting the needs of the widest range of students are incorporated integrally into the curricula.  Such designs can prevent the need for adaptations or retrofitting.  For example, electronic curricular material that is designed to be compatible with assistive technology devices allows paraprofessionals, parents, or teachers to more easily program these devices with appropriate content.
• Providing adaptable materials and media allows students to choose and customize formats suited to their learning needs.  For example, using digitized text, students can change text to speech, speech to text, font size, colors, and highlighting.  Digitized materials also can support students through built-in scaffolding to assist with activities such as word recognition, decoding, and problem solving.  There also are non-digitized materials, such as highlighted passages or overheads, that can provide support to students.
• Using multiple media, such as video and audio formats, provides a variety of ways to represent a concept and allows students to access the materials through different senses.  For example, computer-based simulations that include video description can help students with and without disabilities to visualize difficult concepts.  A more low-tech example might be using a book with large print or providing books on tape for students.
• Providing challenging, salient, and age-appropriate materials to all students motivates students who may not otherwise be able to access curricular content they need given their age and developmental level. For example, a student with a learning disability can use decoding supports and text-to-speech features incorporated into digitized history or science books, enhancing his or her ability to access grade-level content.
• Presenting information in multiple, parallel forms help to accommodate diverse learning styles.  For example, information can be presented orally in a lecture, visually through pictures or readings, kinesthetically through a model demonstration, and using technology-based programs that further allow students to interact with the concepts