International Conference on Recent Advances in Mechanical Engineering and Interdisciplinary Developments [ICRAMID - 2014]

Integrated Learning in Machine Design of

Gear-Shaft Design
Manop Tantrabandit*

*Associate Professor, Faculty of Engineering,

Rajamangala University Technology Thanyaburi, Thailand
Abstract

To employ the integrated learning approach as a

basis of the project work in Machine Design Course, many
engineering subjects need to be applied to the fourth-year
students. In this case, they were groups of three students
assigned to work together within their group and between the
lecturer and the mentors. The participants in the project must
have knowledge of and skills in 1) calculating of main dimensions
of a helical spur gear, a shaft, and a parallel key, 2) part
drawings created by CAD-program, 3) verifying the strength of
helical spur gear and the shaft by Finite Element Analysis (FEA)
program, 4) manufacture part drawings by using of CADprogram, 5) creating animation of mounting and dismounting of
a helical spur gear to a shaft by using the software and
converting it to a video presentation with bilingual (EnglishThai) audio description, and 6) an instruction manual.

Keywords
Integrated learning, Integrated design, Shaft
Design, Machine Design, Gear Design

*e-mail:mp_1954@yahoo.com

I. INTRODUCTION
This active project-based integrated learning in Machine Design
Course at the undergraduate level integrates authentic activities
within a complex learning environment. It also emphasizes
systematic learning and continuous practice throughout computerbased interaction between mentors and students. The multimedia
environments promote the students meaningful learning [2]. In many
undergraduate programs, the Finite Element Analysis (FEA) program
is not taught as a required subject, which, as a result, often caused
students lack knowledge of the proper use of this tool [3, 4]. In this
project, students basic knowledge must conform to Finite Element
Analysis theory, and to the student ability to apply commercial Finite
Element Analysis program to solve typical engineering problems,
e.g. simulation and verification of bending, torsion stress on the
shaft, and its deflection. In this regard, the integrated learning project
can provide the engineering students to rapidly design optimized
solution to engineering problems [5].

II. OBJECTIVES OF INTEGRATED LEARNING

IN MACHINE DESIGN COURSE

empirical equations to simplify and reduce time of the elements

design process.
2.2 To promote an active learning with an emphasis on analysis
and verification stresses on the shaft and gear deflection of the
shaft by employing FEA method.

III. PROCESS OF INTEGRATED LEARNING

IMPLEMENTATION
First, an essential tool to apply the Machine Designs work to
machine use is to integrate related subjects and empirical equations
to carry out the first step of elements design. Second, the elements
are drawn by CAD-program to be part drawings for analyzing and
reanalyzing the stress and displacement of the parts by using FEA
program in CAD-program to meet the optimums Factor of Safety
(FOS). Third, after the FOS is verified, the manufactured drawings,
in which important data e.g. the surface roughness, the tolerances and
the dimension are collected based on Industrial Standard. Fourth, to
create the animation of mounting and dismounting of a helical spur
gear to and from a shaft with parallel key, all of which are mated
together by CAD-program and then are converted to be a VIDEO
presentation by employing multimedia software. Fifth, to train the
students to use the computer programs, two or three mentors are
involved. Sixth, the lecturer must possess basic knowledge in
manufacturing drawing i.e. machining drawing, Machine Element
Design and Industrial Element Standard Design. Additionally, the
lecturer needs to assign the students to use the CAD-program in
designing their work. Here is one of the assignments in the project of
how to design a helical spur gear mount to a shaft, representing
twenty-seven procedures as follows. First, the students were given
input data, in which the procedure of shaft-gear design is shown in
sequential steps below.
1. Assigned data: P = 15 kW, n = 1,440 rpm, Material: AISI 1045
(S45C), Load condition: milling process, do = 116 mm, z = 29,
2. = 23 (direction of helix: right), = 20
3. Calculate nominal torque T = (9550 x P) / n = 99.48 Nm
4. Determine circumferential force Ft = 2 x T / do = 1715.2 N
5. Determine radial force Fr = Ft tan = 624.3 N
6. Determine axial force Fa = Ft tan = 728.1N
7. Determine shaft diameter d 3

2.1 To train undergraduate students to be the would-be effective

design engineers by using integrated learning approach which
integrates knowledge of basic engineering, theory and

Mc .
0.1 b all

8. Calculate module m by using approximate formulae [6], m = 4

mm (chosen).
9. Calculate face width b = 10 x m = 40 mm
10. Calculate total length of parallel key l = 60 mm (chosen)

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International Conference on Recent Advances in Mechanical Engineering and Interdisciplinary Developments [ICRAMID - 2014]

11. Calculate shaft diameter d = 20k6 (chosen) at the coupling side

(see Fig. 6).
12. Calculate tip diameter, tooth depth of helical spur gear
13. Draw a helical spur gear by CAD-program
14. Combine force vector Ft, Fr, Fa to resultant force F = 1965.11N
(see Fig. 1).
15. Use Finite Element Analysis (FEA) program by applying force F
on the tooth flank (for determining flexural stress) and fixing the
bore diameter, result in FOS = 13
16. Reduce the value m = 2.5 mm
17. Use FEA program to reanalyzed the flexural stress of gear tooth
by applying force F ( use the same procedure in step14), result in
FOS = 5.6
18. Draw the shaft with key slot, shaft diameter for bearing.
19. Use FEA program by applying force F and fixing the bearing
supports in order to determining bending stress, result in FOS =
5.6 (see Fig. 3).
20. Calculate the allowable deflection fall = 0.022 mm and deflection
fm of shaft = 0.007 mm, resulting fm < fall
21. Use FEA program by applying force F on the tooth flank and
fixing the bearing supports in order to determine displacement
(deflection), result in displacement (deflection) = 0.00146 mm
(in blue zone) < fall
22. Design the space of the gear close to bearing (see Fig. 2)
23. Calculate the twist angle t = 0.0253 degree/m < allowable twist
angle tall = 0.25 degree/m under applying torque T to the end of
the shaft (left side) to the middle of gear face width (l1+l2), (see
Fig. 4)
24. Use FEA program applying force F on the tooth flank and fixing
the middle of key way slot of the shaft end in order to determine
torsion stress, result in FOS = 1.5 (see Fig. 5).
25. Establish the manufacture drawing of the shaft (see Fig. 6),
helical spur gear and its specification according to JIS B 00031989 [8] by using CAD-program, (see Table 2)
26. Combine part drawings: Helical spur gear, parallel key and shaft
by using CAD-program
27. Create animation and VDO presentation of mounting and
dismounting of helical spur gear to and from a shaft with audio
description and instruction manual

pressure angle, degree

FOS

Factor of Safety

nominal torque, Nm

FEA

Finite Element

Ft

circumferential force, N

shaft diameter, mm

Analysis
f
fall

deflection by FEA,
mm
allowable
deflection, mm

Fr

radial force, N

fm

deflection, mm

Fa

axial force, N

twist angle,
degree/m

F
Mc

resultant force, N

tall

comparative moment =

allowable twist
angle, degree/m

2
2
M b T 2 , N/mm

IV. OUTCOMES
After the design equations were calculated, the first helical spur gear,
a shaft, and a parallel key design are drawn by using the CADprogram. The helical spur gear drawing is analyzed by FEA under
applied force F on the tooth of the gear (which is combined to
circumferential force Ft, radial force Fr and axial force Fa (as shown
in Fig.1). The result showed the Factor of Safety (FOS) = 13 (m = 4
mm), which is high value. The m = 4 is reduced to m = 2.5 mm and
then is reanalyzed by FEA under applied force F, resulting in FOS =
5.6. The force F acting on the shaft results in bending stress, as
analyzed by FEA, which results in FOS = 5.6, this FOS = 5.6 does
not include service factor. Therefore, it is appropriate to work with
the moderate load. The deflection (displacement) f equal 0.00146
mm < allowable deflection fall = 0.022 mm. When the middle of key
way slot of the shaft end is fixed, the force F is applied on tooth flank
of the gear, which results in torsional load on the shaft and the
applied force F is then analyzed by FEA. The result from the FEA is
FOS = 1.5. The torsional displacement is 0.00607 mm [in elastic
zone]. From the last both results, the FOS = 1.5 results in torsional
load on the shaft, which is the lowest value of Factor of Safety
(FOS), which is the last criterion in making decision on selection of
appropriate value of the safety of shaft design [11].

Fig.1 Combination of force vector Ft, Fr, Fa to resultant force

F = 1965.11N
TABLE 1 NOMENCLATURE
Symbol
P

Description
drive power on shaft, kW

Symbol
Mb

speed of pulley, rpm

ball

do

pitch diameter, mm

Description
bending moment,
Nmm
allowable bending
stress, N/mm2
module, mm

number of teeth

face width, mm

helix angle, degree

total length of
parallel key, mm

Fig. 2 Shaft dimension for calculation and analysis of FOS of the shaft
and its deflection under force F

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International Conference on Recent Advances in Mechanical Engineering and Interdisciplinary Developments [ICRAMID - 2014]

Fig. 3 First analysis of FEA under force F = 1965.11 N, by fixing the

bearing supports, which results in FOS = 5.6 for bending stress of the shaft

Fig. 6 Manufacture drawing of drive shaft

TABLE 2
MANUFACTURE DRAWING OF HELICAL SPUR GEAR
AND ITS SPECIFICATION [8]
Fig. 4 Shaft dimension for calculation of the twist angle under nominal
torque

Fig. 5 Final analysis of FEA under force F = 1965.11 N acting on the tooth
flank (for torsion stress), by fixing the middle of key way slot of the shaft
end, which results in FOS = 1.5

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International Conference on Recent Advances in Mechanical Engineering and Interdisciplinary Developments [ICRAMID - 2014]

[3]

Belytschko, T., Bayliss, A., Brinson, C., Carr, S., Kath, W.,
Krishnaswarmy, S., Moran, B., and Peshkin, M., Mechanics in the
Engineering First Curriculum at Northwestern University,
International Journal for Engineering Education, Vol. 13, No. 6, p.
457-472, 1998.
[4]
Brinson, L.C., Belytschko, T., Moran, B., and Black, T., Design and
Computational Methods in Basic Mechanics Courses, Journal of
Engineering Education, Vol. 86, No. 2, p. 159-166, 1997.
[5]
Marwan Abumahaimed, Joseph J.Rencis, Mechanics of Materials,
Machine Design, and Vibrations Finite Element Learning Modules for
Undergraduate Courses, Proceeding of the 2011 Midwest Section
Conference of the American Society for Engineering Education, p.1.
[6]
K.&R. Gieck, A Collection of TECHNICAL FORMULAE, 7 th English
ed.,Germering, Germany: Gieck-Verlag, 1990, p.P12,.Q21-Q23.
[7]
Karl-Heinz Decker, Maschinenelemente, Carl Hansa Verlag,
Muenchen, Germany, p.345 (2001).
[8]
JIS B 0003-1989: Drawing office practice for gears.Japanese Standard
Association, JIS Handbook Machine Element 1997.
[9]
JIS B 0405-1991: General tolerances Part 1: Tolerances for linear and
angular dimensions without individual Tolerance indications.10. JIS B
2804-2001: Retaining ring (External) Groove Dimension.
[10]
Roloff/Matek, Maschineelemente, Friedr.Vieweg
&
Sohn
VerlagsgesellshaftmbH, Braunschweig, p.319, 367-368 (1983).
[11] Horst Herr, Technische Mechanik, Lehr-und Aufgabenbuch,Verlag
EUROPA LEHRMITTEL Nourney,Vollmer GmbH & Co.KG,
42781 Haan-Gruiten, p.372 (1996).

INSTRUCTION MANUAL OF
METHOD OF MOUNTING AND DISMOUNTING
GEAR WHEEL TO AND FROM A SHAFT

Fig. 7 Instruction Manual

V. CONCLUSION
The project work of integrated learning showed that the students directly and
indirectly learn to participate with others through team dynamics and to be
aware of the importance of inter-personal communication skills. They select
their team leader and recognize the responsibilities of individual team
members. They also make judgement on the contribution each team member
has made during working on the project effort [1]. The benefit of the
integrated learning is intensified on FEA in verification of bending and
torsional stress of the shaft and the helical spur gears tooth. The another
benefit is the size reduction of helical spur gear, It results in material and time
saving when these processes are manufactured in mass production. Moreover,
the participating students have learned how to fix and apply the force to the
parts by using FEA. They also gain more skills in the CAD-program. Last but
not least, since this integrated learning project has lots of procedures and
difficulties, it is vital that the more communication among lecturer, mentors
and students, the more efficiency of the project work.

REFERENCES
[1]
[2]

RONALD E.BARR, & PHILIP S.SCMIDT, An Introduction to

Engineering Through an Integrated Reverse Engineering and Design
Graphics Project, Journal of Engineering Education, October 2000.
King-Dow Su, An integrated science course designed with information
communication technologies to enhance university students s learning
performance, Science Direct Computer & Education 51 (2008),
Elsevier Ltd., p.1366-1367.

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