FSAE设计流程

Documentation of the EngineDesign Process for FSAEAntonio GomesA thesis submitted in partial fulfillmentof the requirements for the degree ofBACHELOR OF APPLIED SCIENCESupervisor: Markus Bussmann Department of Mechanical and Industrial EngineeringUniversity of TorontoMarch, 2007PrefaceMotivation of ThesisAt the University of Toronto the FSAE (Formula Society of Automotive Engineers) team is viewed as an extra-curricular team. As such, all the team members join on a volunteer basis and their motivation to work is somewhat different from the motivation of students at other schools. In many schools FSAE is part of course requirements and students get marks based on their work on the team. At the University of Toronto, the FSAE team does not get any credit towards school; however the members do get a great deal of practical experience and develop many important skills, such as organizational and leadership skills which help once they graduate. The University of Toronto FSAE team is well known internationally and especially well known as being an excellent student run team and has enjoyed many successes.All new team members join the team and begin doing general work for the various team leaders. The learning curve is quiet steep at the beginning and new members must learn many skills before they progress on the team. At some point newer members start becoming more interested in a specific area of the car and they begin getting more involved and focused on that part of the car. Once the team member knows what area of the car they are interested in they begin the transition into a leadership position and become responsible for a section of the car. On average this process takes around 2 to 3 years to complete, and involves a lot of dedication.When I joined the FSAE, I began my 3 years of work on the team with a great deal of background, allowing me to integrate into the team very quickly and become a leader within a year of joining the team. My past experience included: technology coursesin high school, working as a mechanic in a dealer ship and working on motorcycles. This background gave me a foundation of skills such as: understanding of vehicle dynamics, comfort working around cars and machines, understanding of manufacturing processes and the ability to work in a machine shop. Even with all the work I put in and my foundation when I joined the team, it took me almost 3 years to come full circle on engine design and produce award winning engine systems.How information was passed on between different yearsWhen I began working on the team, most of the knowledge and information that was passed on from year to year was done through informal conversations and meetings. Knowledge from the previous year’s car was easy to acquire, however a problem arose when trying to get information on a system that someone who was no longer on the team had designed. This became a bigger problem when new designs were based on previous year’s designs and the justification, reasoning and validation for the design were no longer known. It became very easy for someone to justify design decisions with “it has been done like that for years”. The essence of the competition, which is to give students an opportunity to learn many real world skills, was being lost.How the information problem was solvedThis information system was not adequate to ensure that the work of previous teams was passed on properly from year to year and that students continued learning. We solved this problem by beginning to document the process as much as possible. The leaders were responsible for documenting their design process, parts drawings, CAD models, any testing data and anything else that could be helpful to future years. This information was also very helpful in improving our performance in the design portion of the competition.All the collected work is kept on the shelf in the team room so that it can be referenced and used by any of the team members at any point.Motivation behind the thesisThe motivation behind this thesis document is to help new team members along the learning path; from when they first join the team to the point they become engine leader. Through my experience I spent a lot of time and effort retracing other people’s work because of the lack of documentation. I started working with the team right after the original team members began graduating. When they were on the team there were no previous members to learn from. They developed the car on their own and their challenge was to get a team started at University of Toronto. My generation of FSAE team members is the generation that started documentation and organizing the team structure so that others could join the team and continue to build on our success. We are responsible for making the team a part of the University for years to come.The purpose of this work is to go along with all the documentation that has already been put together. This work has a global scope and outlines the process of design from the very beginning to the end. Since this work is a document of the design process it fits in well with the testing and development data. The goal is to have all this work in the team room so that other future FSAE students can build on the work of the past 3 years.Documentation of the Engine Design Process for FSAE By Antonio Gomes, Mechanical Engineering StudentUniversity of TorontoAbstractThis work complements the work that was done as the Engine Technical Director for the FSAE team throughout 2004 thru 2006 at the University of Toronto. The work is a synthesis of the engine system design process and was written in order to ensure a complete description is left for future generations of FSAE students at University of Toronto. This work compliments all the data and testing documentation that already exists. The design process outlined in this work has been broken down into 5 overall steps; 1] Objective Identification 2] Rules and Competition Requirements 3] Project Requirements 4] Initial Design and 5] Final Design. Each step in the design process is then broken down to address the most prudent of issues and examples from the 2004 thru 2007 programs is used reinforce/clarify the concepts.。