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PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
PLM Connection: John Devitry - Utah State Space Dynamics Lab
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PLM Connection: John Devitry - Utah State Space Dynamics Lab

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John Devitry, CAD administrator and professor at Utah State's Space Dynamics Lab, presented these slides at PLM Connection 2010. See http://www.siemens.com/plm/blog for more event coverage and a video …

John Devitry, CAD administrator and professor at Utah State's Space Dynamics Lab, presented these slides at PLM Connection 2010. See http://www.siemens.com/plm/blog for more event coverage and a video of John.

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  • 1. John Devitry - CAD Administrator <br />Space Dynamics Laboratory<br />435-797-4075<br />John.Devitry@sdl.usu.edu <br /> Adjunct Professor <br />Mechanical & Aerospace Engineering - USU<br />
  • 2. Space Dynamics Laboratory<br />A World Leader in Sensor Systems <br /> (WISE) <br />Mapping the Infrared Sky<br />The Heart and Soul Nebulae: Located about 6,000 light-years from Earth<br />Wide-field Infrared Survey Explorer - WISE<br />
  • 3. Space Dynamics Lab has used Solid Edge for the past 7 years <br />25 Seats<br />Cruise Missile <br />Real-Time Retargeting<br />SABER: Sounding of the Atmosphere using Broadband Emission Radiometry<br />Wide-field Infrared Survey Explorer - WISE<br />
  • 4. Lot of Hype Surrounding Synchronous TechnologySome Very Bold Claims? 100x Faster! My initial reaction: Wow, Siemens is really going out on a limb on this one!<br />
  • 5. The Concept of Regions<br />Neat but – applications!<br />
  • 6. We work with NASA – JPL etc … and get a lot of IGS – STEP files. Some don’t translate correctly – come in as Surfaces. <br /> Spent over a hour trying to recreate Surfaces and stitch together <br /> - without success!<br />Regions can be a huge help in fixing parts like this in minutes:<br />
  • 7. Often get bad IGS files that should be SOLID but translate as SURFACES<br />Over an hour versus 34 seconds ~ 55 times faster (actually never got it done with surfaces!)<br />
  • 8. Custom <br />Tool Cutters<br />SDL has its own machine shop<br />Lots of custom one offs<br />Designer not sure how to approach <br />ST – 40+ times faster + parametric<br />
  • 9. Predator DroneDownload 3D part from McMaster-Carr<br />Rotorcraft <br />Sniper System<br />a lightweight turret<br /> for the U.S. Army <br />Difficult to Modify!<br />Very simple with Solid Edge ST<br />
  • 10. Before may have to redraw! Again seconds versus – who knows - ?<br />More about Model Integrity! Repeatability!<br />
  • 11. USU Tops Schools Nationwide <br /> in Performing Space Research<br />SDL employs 425+ people.100 + <br />are Utah State University students. <br />Utah State University uses Solid Edge!<br /> Started teaching Synchronous Technology as soon as it was released<br />The National Science Foundation reported that Utah State University has been awarded $54,872,000 on aeronautical and astronomical research, more than any other school in the U.S. NSF 2009<br />
  • 12. So why is this significant?<br />Unique opportunity to make some interesting observations<br />Half the class - ZERO exposure to 3D CAD<br /><ul><li>They break the Rules
  • 13. Do what they think should work
  • 14. Lines on lines </li></ul>Half the class have taken previous classes inAutoCad, Solid Works or Inventor.<br />How will new users approach 3D when they don’t have the biases of earlier complex design rules? <br />
  • 15. Students forced me to rethink simple concepts that had become so engrained over the past 20 years: <br />Easier to constrain by drawing 2 lines instead of 1!<br />
  • 16. No – No – You have 3 lines stacked on one another!<br /> Students’ Response – Why? <br />Because that’s the way it’s been for 20 years – <br />Used to cause havoc trying to constrain the sketch and it takes longer to regenerate – <br />but with ST it really does not matter!<br />Simply extrude and dimension the 3D model:<br />
  • 17. I’ve had to change the way I teach – <br />Rotate Square 15 degrees and Trim?<br />Students were not listening to me!!!<br />Their response: “It takes too long to TRIM – and it does not seem to matter!”<br />
  • 18. Don’t trim! Way too much work! <br />They simply box pick and extrude<br />De-select Centre<br />Often no sense in trimming – <br />sketch no longer has any relationship to the 3D model <br />
  • 19. MAE 1200 - Quiz 7 Devitry <br />Create the following “Arrow Head”<br />Any Scale<br />Looks simple but actually rather tricky<br />Save to server as: LastNameFirstInitial.par<br />
  • 20. Forced to make weekly Quiz much harder!<br />Inadvertently gave the same quiz – previously took most of the class 25 + minutes Surprised when most of the class were done in minutes.<br />Now with ST they blow through this with - Simple Face Variation:<br />Looks Simple <br />but tricky:<br />
  • 21. SDL and USU get to explore some very “Off the Wall” concepts!<br />
  • 22. Cross Pollination - Organic and Mechanical<br /> 3D Model done in <br /> Solid Edge ST2 <br />Rendered with NX6<br />
  • 23. Synchronous Technology ST2 <br />the only way to get on the fly LIVE FEEDBACK <br />(versus “static feedback” with all the other CAD systems I tried this in!)<br />Thermal Isolators<br />
  • 24. Conceptual Design - Amazing – Opens up a whole new world of possibilities previously not available!<br />
  • 25. Fiber Support<br />
  • 26. Figured this out in ST in minutes versus very difficult if even impossible in other CAD packages<br /> Boolean Errors<br /> + Rigid Placement<br />
  • 27. 3D Printing<br />
  • 28. self powered mini *** <br />
  • 29.
  • 30. Student Concept – ST2<br />
  • 31. Pre Synchronous Technology - <br />No time to explore additional concepts!<br />Chris Green, Utah State Univ., Logan, Utah : Helical Staircase<br />
  • 32. User Resistance / AcceptanceProductivity Claims –Hard to Measure - <br /> Students returning from summer INTERNSHIPS have some interesting comments:<br />ST is upsetting the “pecking” order!<br />Experienced designer quoted 4-6 hours for part redesign. <br />Student happened to be in the office & makes the modifications on the spot!<br />Full time designers feel they undercut / embarrass them -<br />Consequently I’ve been told to teach them more about how to design the old way!<br />(that’s the way that’s always worked for them)<br />Department Head - How Can I Verify We Are Using the Best Software!<br />Day 1 of Class –<br />Asked why are we using …<br />Overhead Rates:(rough estimates)<br /><ul><li>Students - $10.00 per hour
  • 33. Designer - $50.00 per hour
  • 34. Engineers - $100.00 per hour</li></li></ul><li>Student Comments<br />This was my first time using any kind of CAD system. Synchronous Technology is easy to use because it works the way I intuitively think. I am able to manipulate the shapes in a way that seem natural to me in order to proceed and create what I want. Joshua Auger<br />Solid Edge with synchronous technology simply outperforms all the other CAD systems I have used. The ‘wheel’ makes parts easier to modify and build compared to Autodesk Inventor and Solidworks. Brandon Westfall<br />As a first-time user, I was very impressed with how easy it was to catch on to and start modeling right away. KassieWalburger<br />Compared to SolidWorks, Solid Edge is on a completely different level. The ingenious ‘wheel’ used in Solid Edge cuts out hours and hours of frustration. Even Autodesk Inventor can’t keep up with synchronous technology. After taking classes in all three, I would choose Solid Edge in a heartbeat. Sean Hubrich<br />
  • 35. Claims – Claims – More ClaimsRealitySIEMENS with ST is actually doing something Really COOL !<br /> We hear it from the President on down –<br />We want to make America great – if we are serious about a new “creativity explosion” then you have to put student and engineers in front of the software that can make it happen!<br />ST is the best attempt I’ve seen in 15 years!<br />
  • 36. Personally it’s as much about the relationship with Siemens as their technology.<br />With a stable workforce it’s been easy to build long-term relationships & keep them intact over the years!<br />Credibility and Trust<br />I trust their people; they stand behind what they say!<br />Questions<br />
  • 37. How Can You Prove ST is better?<br />2008 <br />Pre - ST<br />3.5<br />3.4<br />Overall Quality of Course:<br />ST2 - 2010<br />5.9<br />Overall Quality of Course<br />Teacher is additional Variable<br />
  • 38. OVERALL QUALITY OF COURSE<br />5.9<br />Compared to 4.4 (out of 6) for the Department<br />HAVING SOFTWARE that doesn’t “get in the way” is KEY! <br />

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