CA6140 臥式車床主軸箱的設(shè)計(jì)4張CAD圖,CA6140,臥式車床主軸箱的設(shè)計(jì)4張CAD圖,臥式,車床,主軸,設(shè)計(jì),CAD 設(shè)計(jì)（XX）任務(wù)書 Ⅰ、畢業(yè)設(shè)計(jì)（論文）題目： CA6140 臥式車床主軸箱設(shè)計(jì) Ⅱ、畢業(yè)設(shè)計(jì)（論文）工作內(nèi)容（從專業(yè)知識(shí)的綜合運(yùn)用、論文框架的 設(shè)計(jì)、文獻(xiàn)資料的收集和應(yīng)用、觀點(diǎn)創(chuàng)新等方面詳細(xì)說(shuō)明）： 1. 查閱相關(guān)資料，了解 CA6140 臥式車床主軸箱系統(tǒng)組成以及有關(guān)設(shè)計(jì) 參數(shù)。 2. 確定 CA6140 臥式車床主軸箱系統(tǒng)的設(shè)計(jì)方案，進(jìn)行分析。 3. 進(jìn)行相關(guān)的設(shè)計(jì)計(jì)算，主軸、傳動(dòng)軸、齒輪等零件的設(shè)計(jì)參數(shù)計(jì)算。 4. 繪制設(shè)計(jì)圖紙：CA6140 臥式車床主軸箱裝配圖，主軸零件圖，傳動(dòng) 軸零件圖，齒輪零件圖等 5. 系統(tǒng)驗(yàn)算，軸承壽命驗(yàn)算。 6. 編寫設(shè)計(jì)說(shuō)明書 7. 提交畢業(yè)設(shè)計(jì)資料，畢業(yè)設(shè)計(jì)答辯材料（PPT）等。 Ⅲ、進(jìn)度安排： 2014 年 10 月 20 日～2014 年 11 月 9 日（3 周）：選擇題目，收集材料， 聯(lián)系落實(shí)畢業(yè)實(shí)習(xí)單位，填寫畢業(yè)設(shè)計(jì)任務(wù)書； 2014 年 11 月 10 日～2014 年 12 月 7 日（4 周）：布置任務(wù)，明確目標(biāo)、 制定計(jì)劃，確定初步畢業(yè)設(shè)計(jì)方案； 2014 年 12 月 8 日～2015 年 1 月 4 日（4 周）：深化初步方案，結(jié)合畢 4 業(yè)實(shí)習(xí)加深對(duì)畢業(yè)設(shè)計(jì)方案的認(rèn)識(shí)； 2015 年 1 月 5 日～2015 年 1 月 16 日（2 周）：學(xué)生畢業(yè)設(shè)計(jì)方案進(jìn)一 步完善； 2015 年 1 月 17 日～2015 年 3 月 1 日（6 周）：繼續(xù)前期工作； 2015 年 3 月 2 日～2015 年 5 月 17 日（11 周）：學(xué)生全部返校，進(jìn)行畢 業(yè)設(shè)計(jì)計(jì)算、繪圖，編制畢業(yè)設(shè)計(jì)說(shuō)明書，完成畢業(yè)設(shè)計(jì)工作任務(wù)（2015 年 3 月 30 日～2015 年 4 月 5 日接受學(xué)校畢業(yè)設(shè)計(jì)期中檢查）； 2015 年 5 月 18 日～2015 年 5 月 31 日（2 周）：畢業(yè)成果預(yù)提交、修改、 評(píng)閱、答辯。 Ⅳ、主要參考資料： 1. 金屬切削機(jī)床設(shè)計(jì)（教材） 2. 金屬切削機(jī)床概論（教材） 3. 金屬切削機(jī)床設(shè)計(jì)圖冊(cè) 4. 機(jī)械設(shè)計(jì)手冊(cè) 指導(dǎo)教師：（簽名： ）， 年 月 日 學(xué)生姓名：（簽名： ），專業(yè)年級(jí)： 系負(fù)責(zé)人審核意見（從選題是否符合專業(yè)培養(yǎng)目標(biāo)、是否結(jié)合科研或工程實(shí)際、綜合訓(xùn)練程度、內(nèi)容難度及工作量等方面加以審核）： 專業(yè)負(fù)責(zé)人簽字： ， 年 月 日 附錄一： 機(jī)械傳動(dòng)的探索在機(jī)械設(shè)計(jì)課程教學(xué) 李興華 機(jī)械工程同濟(jì)大學(xué)學(xué)院 上海，中國(guó) lixinghua@#edu.cn 摘要:在機(jī)器的設(shè)計(jì)過(guò)程中，機(jī)械傳動(dòng)有更多的知識(shí)抽象的概念， 并發(fā)式，大量的圖表，所以這是很難理解和使用。該計(jì)算公式被 分成三種類型中的教學(xué)實(shí)踐中，如確鑿式中，經(jīng)驗(yàn)方程和幾何關(guān) 系。它需要做出一些差異給他們?cè)诮虒W(xué)過(guò)程中;圖表類型的數(shù)據(jù)應(yīng) 進(jìn)行詳細(xì)說(shuō)明，尤其是選擇方法使學(xué)生能夠選擇正確的數(shù)據(jù)，代 入公式設(shè)計(jì)和計(jì)算。在同一時(shí)間，該使用圖表分析，歸納分析的 基礎(chǔ)知識(shí)和概念和比較有助于培養(yǎng)學(xué)生的綜合能力研究的問(wèn)題。 最后，通過(guò)一個(gè)偉大的工作，鞏固訓(xùn)練，學(xué)生可以進(jìn)一步主動(dòng)地 學(xué)習(xí)專業(yè)性知識(shí)。 關(guān)鍵詞：機(jī)械設(shè)計(jì)，機(jī)械傳動(dòng)，教學(xué)方法，教育，圖表分析 1、引言 該機(jī)設(shè)計(jì)當(dāng)然是一個(gè)技術(shù)基礎(chǔ)課程機(jī)械在工科院校工程[1]。這當(dāng) 然涉及到很多相關(guān)的課程，更多的知識(shí)，抽象的概念和復(fù)雜的公式， 所以它不容易學(xué)習(xí)。尤其在設(shè)計(jì)計(jì)算傳動(dòng)部件，其中學(xué)生往往反映有 太多的公式，怎么還記得嗎？他們還反映有很多在課本的數(shù)據(jù)，如何 正確地使用它們呢？與許多多年的教學(xué)這部分的做法，本文總結(jié)了一 些經(jīng)驗(yàn)，以下。 2 公式正確認(rèn)識(shí) 為設(shè)計(jì)和傳動(dòng)組件的計(jì)算中的公式“機(jī)械設(shè)計(jì)”，當(dāng)然，這是明確 指出講座：在工作條件分析，這當(dāng)然需要做一些數(shù)學(xué)，機(jī)械推導(dǎo)和公 式確實(shí)很多，但有是無(wú)大量“公式”得出的結(jié)論。因此，所謂的學(xué)生 在使用的公式演算和推導(dǎo)“公式”，這純粹是誤解的過(guò)程。由分析這 部分教學(xué)內(nèi)容的公式分為以下三個(gè)方面，可以區(qū)別對(duì)待：(W.張（主 編）：先進(jìn)技術(shù)在教學(xué)中，鞍鋼 163，459-463 頁(yè)。springerlink.com? 施普林格出版社柏林海德堡 2012460 李X.) 2.1 派生理論分析的結(jié)論性公式 如標(biāo)準(zhǔn)齒輪傳動(dòng)，計(jì)算公式的齒面接觸應(yīng)力σ H，參考圓直徑為 D1，齒根彎曲應(yīng)力Σ F，模數(shù)m。這樣公式將直接用于設(shè)計(jì)計(jì)算，這是很重 要的。該式應(yīng)該熟悉每個(gè)符號(hào)的含義，假設(shè)取得推導(dǎo)應(yīng)該汲取的，什 么要注意在使用中，為了能夠正確和靈活性使用公式。在教學(xué)中要求 學(xué)生使用分析和制圖，以幫助記憶而不是死記硬背。對(duì)于一些常用的 （如計(jì)算速度V，該轉(zhuǎn)矩T）的公式，一定要記住。 2.2 經(jīng)驗(yàn)公式或公式推薦 如 V 型帶驅(qū)動(dòng)推薦中心距 A0 最好滿足關(guān)系（1），但在具體的設(shè)計(jì) 計(jì)算，作為限制條件的結(jié)果是，實(shí)際中心距離不能滿足關(guān)系（1），那 么你可以允許使用。（12）0（12）0.72 DDDDD+ D≤一≤e+ D。 （1） 其中：DD1 和 DD2 小皮帶輪和大皮帶輪在Vbelt 參考直徑傳輸。 2.3 幾何關(guān)系公式 例如，在V 形帶傳動(dòng)，公式的V 形皮帶的計(jì)算傳輸中心距離和長(zhǎng) 度不必死記硬背，只要圖形是能夠被理解，并且式都可以使用。而在 齒輪傳動(dòng)，所述幾何形狀比較簡(jiǎn)單，可以使用相應(yīng)的幾何圖來(lái)記得。 (機(jī)械傳動(dòng)教學(xué) 461 的探索) 3、數(shù)據(jù)正確選擇 在機(jī)械傳動(dòng)的教學(xué)內(nèi)容，也有一些介紹如何選擇數(shù)據(jù)，如何解決 問(wèn)題，等等，從而使學(xué)生在解決問(wèn)題，而不是一味地用錯(cuò)誤的公式一 個(gè)清晰的概念。教學(xué)內(nèi)容的這一部分需要選擇大量的數(shù)據(jù)，例如在數(shù) 據(jù)線性圖的形式和以表格形式的數(shù)據(jù)。哪些因素會(huì)影響數(shù)據(jù)以及如何 的因素影響的數(shù)據(jù)應(yīng)被指定。尤其需要通過(guò)圖表選擇數(shù)據(jù)的方法中所 說(shuō)明的細(xì)節(jié)。例如，如果選擇的齒面接觸疲勞的限制時(shí)，以及選擇齒 根彎曲疲勞的限制，但應(yīng)注意的是，是什么材料中的齒輪是由，然后 根據(jù)材料來(lái)選擇圖表和選擇曲線，從而防止選擇錯(cuò)誤的圖表或曲線和 所獲得的錯(cuò)誤的值;再如，選擇動(dòng)載荷系數(shù)和選擇時(shí)，負(fù)荷分布因子， 齒輪的精度和齒輪的安排應(yīng)注意的，并根據(jù)相應(yīng)的曲線和表格;第 04 期基于只有一個(gè)清醒的頭腦有關(guān)影響數(shù)據(jù)的因素，你可以選擇出正確 的數(shù)據(jù);只有學(xué)生學(xué)會(huì)選擇數(shù)據(jù)的方法，才能選擇正確的數(shù)據(jù) 和代入公式設(shè)計(jì)計(jì)算。 附錄二： The Exploration of the Mechanical Transmission Teaching in the Machine Design Course Xinghua Li School of Mechanical Engineering Tongji University Shanghai, China lixinghua@#edu.cn Abstract. In the machine design course, mechanical transmission have more knowledge, abstractive concept, complicated formula, a large number of charts, so it's difficult to understand and use. The calculation formula is divided into three types in teaching practice, such as the conclusive formulas, empirical equations and geometric relations. It needs to make some difference to them during the teaching; the chart type of data should be explained in detail, especially the selection methods, so that students can select the correct data and substituted into the formula for design and calculations. at the same time, the use of chart analysis, the basic knowledge and concepts of inductive analysis and comparison can help to develop students' ability of comprehensively researching problems. Finally, through a great work to consolidate the training,the students can be further motivated to study professional knowledge. Keywords: Machine design, mechanical transmission, teaching method, education, chart analysis. 1 Introduction The Machine Design course is a technical foundation course for mechanical engineering in engineering colleges [1]. This course involves many related courses, more knowledge, abstractive concept and complicated formula, so it's not easy to learn. Especially the design calculations for transmission components, in which students often reflect there are too many formulas, how to remember? They also reflect there are a lot of data in textbooks, how to correctly use them? With many years teaching practice of this part, this paper summed up some experience as following. 2 Correct Understanding of the Formulas For the formulas of the design and calculation of transmission components in the "Machine Design" course, which was clearly pointed out in lectures: during the analysis of work conditions, this course need to do some mathematical, mechanical derivation, and formulas are indeed a lot, but there is no great number of the "formulas" of the conclusions. Thus the students called the formulas used in the process of calculus and derivation "formulas", which are purely misunderstanding. By analyzing the formulas in this part of the teaching content are divided into the following three respects, which can be treated differently: W. Zhang (Ed.): Advanced Technology in Teaching, AISC 163, pp. 459–463. springerlink.com ? Springer-Verlag Berlin Heidelberg 2012 460 X. Li 2.1 The Conclusive Formulas Derived of the Analysis of Theory Such as standard gear drive, formulas for calculating the tooth surface contact stressσH, reference circle diameter d1, Tooth root bending stress σF, modulus m. Suchformulas will be directly used for design calculations, which is important. The formula should be familiar with the meaning of each symbol, the assumption made in the derivation should be learned, and what should pay attention to in use, in order to be able to correctly and flexibility use formulas. In the teaching students are asked to use analysis and mapping to help remember instead of rote. For some of the commonly used (such as calculating speed V, the torque T) formulas, be sure to memorize. 2.2 Empirical Equations or Recommended Formulas Such as V-belt drive recommended center distance a0 best satisfy the relations (1), butin the specific design calculations, as a result of the restricted conditions, the actual center distance can not satisfy the relations (1), then you can allow the use. 0.7(d d1+d d2) ≤a0≤2(d d1+d d2) (1) Where: dd1 and dd2 are reference diameter of small pulley and large pulley in the Vbelt transmission. 2.3 Geometry Relationship Formulas For example, in the V-belt transmission, the formulas for calculation of V-belt transmission center distance and the length do not have rote, as long as graphics are able to be understood, and the formulas can be used. While in the gear drive, the geometry is relatively simple, you can use the corresponding geometric diagram to remember. 3 Correct Selection of Data In the teaching contents of the mechanical transmission, there are also some introduction about how to select the data, how to solve problems, etc., thus giving students a clearer idea in solving problems, instead of blindly using wrong formulas. This part of the teaching content requires selecting a lot of data, such as data in Linear graph form and data in tabular form. What factors will affect the data and how the factors impact the data should be specified. Especially the method of selecting data through chart needs to be explained in detail. For example, when selecting the limitation of the tooth contact fatigue and to select the limitation of the tooth root bending fatigue, it should be noted that, what material the gear is made of, then according to the materials to select the chart and select the curve, so as to prevent choosing the wrong chart or curve and obtained the wrong value; Another example, when selecting the dynamic load factor and selecting the load distribution factor, the accuracy of gears and the arrangement of gears should be paid attention to, and according to the corresponding curves and tables; only based The Exploration of the Mechanical Transmission Teaching 461 on a clear mind about the factors that affect the data can you select out the correct data; Only students learn the method of selecting data can they select the correct data and substituted into the formulas for design calculations. 4 Through Analysis and Comparison Cultivating the Ability to Develop Comprehensive Research Problems Each completion of one kind of transmission, students can be roughly understood thecontents of this drive, which is just an "individuality"; There are internal relations between the various transmission, which is called "common". If the individuality can be linked with the common, by analysis and comparison, we can deepen our understanding; and cultivate the ability of students to learn by analogy. Therefore, some forms can be prepared to achieve this purpose in teaching. For gear failure modes, due to many causes, it’s both easy to grasp, but also difficult to remember. In the lecture, table analysis (Table 1.) is used to show out all the influencing factors, analyze one by one, so that it becomes easy to understand, and easy to distinguish causes between different failure mode. In order to promote thinking, we can focus on several causes of failure mode such as contact fatigue pitting, bending fatigue fracture, scuffing, wear, etc. and make them clear. Then talk about the failure phenomenon of the tooth when the static strength is not enough, while the reason why static strength is not enough and a variety of ways to prevent or mitigate failure measures, please let the students think for themselves and fill them out. Table 1. Failure modes of gear drive Contact fatigue Pitting Bending fatigue fracture Scuffing Wear Plastic deformation Suddenly broken Intern al cause Tooth surface hardness HBS ≤350 Tooth surface hardness HBS >350 Exter nal cause Normal force Fn Light load Heavy load Stress Tooth surface contact stress σH Tooth root bending stress σF Motion Rotational speedn High Low Friction force f Fn Installation Open Lubricatin drive Workin g Closed drive conditi ons Smooth Load Impact 462 X. Li In another example, when the chapter about the worm drive was finished, you can list a form as shown in Table 2, and ask the students to fill it out in order to acquire the forces analysis requirements of each chapter. When cylindrical helical gear drive was finished, you can list a form as shown in Table 3, requiring students to fill in after-school, making them seriously consider both he similarities and differences, in order to achieve the purpose of consolidation. Table 2. Force analysis of gear drive Direction of peripheral force Ft Direction of radial force Fr Direction of axial force Fa Cylindrical spur gear Driving wheel Driven wheel drive Cylindrical helical gear drive Driving wheel Driven wheel Straight bevel gear drive Driving wheel Driven wheel Worm drive Worm Worm gear Table 3. Comparative analysis of cylindrical gear drive Cylindrical spur gear drive Cylindrical helical gear drive Engagement principle Geometry relationship Force analysis Tooth surface contact fatigue strength Tooth root bending fatigue strength Design steps Other 5 Through Assignment to Consolidate the Training Through the above process of teaching, although students initially master the content and the design calculation methods for the mechanical transmission, without intensive training by examples, in the actual design calculations, students can’t use freely on the purpose. Therefore, in the classroom the example is used to describe the design calculation, during the explanation of the process, the interactive teaching model is used to allow students to participate, apply the content of the theory to the actual design, and teachers do not teach too much, make students take the lead only. After-school assignment of design for mechanical transmission [2], through the students’ practical design calculations, can improve students' proficiency in design calculations, and further consolidate the knowledge of the design calculations the students learned, but also enable students The Exploration of the Mechanical Transmission Teaching 463 to recognize their knowledge learned is useful, only to master the knowledge well can you use it to design mechanical components, in order to become a design workers, thus further motivate students to learn professional knowledge. To develop students’ creation abilities and abilities of daring to deal with the challenges. The above are my exploration in the teaching process, through the application, students’ enthusiasm for learning has increased, and students’ interactive participation in teaching has significantly grown up and learning initiative has also been significantly improved, the knowledge of the design and calculation of mechanical transmission has been mastered more firmly. In addition, students are able to skillfully apply the learned knowledge of mechanical transmission design calculations to the actual design calculations. References 1. Pu, L., Ji, M.: Design of Machinery. China Higher Education Press, Beijing (2006) 2. Wang, K., He, X., Wang, X.: Course Exercise in Mechanical Design and Mechanical Design Basis. China Higher Education Press, Beijing (1995)