MSU RETURNING MATERIALS: Place in book drop to LIBRARJES remove this checkout from .AIl-(jllul. your record. FINES will be charged if book is returned after the date stamped below. 9‘“ 7‘?! " Vy‘ PACKAGING ENGINEERING DRAFTING AND DESIGN BY Suzan Dawn Lang A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE School of Packaging 1988 ABSTRACT PACKAGING ENGINEERING DRAFTING AND DESIGN BY Suzan Dawn Lang MMM160, Engineering Communications, is a required course for Michigan State University's (MSU) Bachelor of Science Degree in Packaging Engineering. MMM160 is a comprehensive course, but does not contain specific content for future Packaging Engineers. One hundred (100) questionnaires were forwarded to MSU School of Packaging Alumni from various industries (aerospace, automotive, beverage, chemical, cosmetic, food, paper, pharmaceutical, plastics, tobacco) and graduate classes (1956 to 1984). The data collected confirmed the need for a drafting and design course designed specifically for Packaging Engineers. The topics set forth in this thesis will better prepare Packaging Engineering students for packaging related drafting and design. ACKNOWLEDGMENTS This thesis is dedicated to my family and friends for their patience and understanding, Dr. Jack Giacin for his contin- uous support and not giving up on me, Dr. Fred Fink for helping me learn this stuff, Dr. Paul Singh for format and content assistance, and especially to the memory of Dr. James Burnett for encouraging me to continue my education. Thank you, also, to the many people in the packaging industry who gave me their time and direction. iii LIST OF FIGURES. INTRODUCTION . INVESTIGATION. CONTENT. . . . Topic 1: Topic 2: Topic 3: Topic 4: Topic 5: Topic 6: Topic 7: Topic 8: Topic 9: Topic 10: Topic 11: SUMMARY . . . TABLE OF CONTENTS Drafting Basics. . . . . . . . . . . . Principles of Projection . . . . . . . Pictorial Sketching/Drawing. . . . . . Design; Process Flow Analysis. . . . . Design Project . . . . . . . . . . . . Dimensions; Tolerances . . . . . . . . Blueprints . . . . . . . . . . . . . . Working Drawings; Assembly Drawings. . Packaging Documents; Material Handling Equipment; Parts Protection. . . . . . Sectioning . . . . . . . . . . . . . . Computer Applications. . . . . . . . . Communications; Listening. . . . . . . GENERAL REFERENCES . . . . . . . . . . . . . . . . . . iv 13 19 22 30 32 36 42 47 53 57 60 69 7O Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure LIST OF FIGURES Packaging Graduate Questionnaire. . The "Faces" of Projection . . . . . Projection of a Corrugated Tray . . Transferring Dimensions . . . . . . Pictorial Sketching/Drawing . . . . Process Flow Analysis . . . . . . . Print Folding . . . . . . . . . . . Assembly Drawing. . . . . . . . . . Injection Molded Handling Container Half Section . . . . . . . . . . . Removed Section . . . . . . . . . . Effect of Communication Noise . . . 14 15 17 20 28 38 44 52 55 56 62 INTRODUCT ON Drafting and blueprint reading are the base foundation in any Engineering field; Packaging Engineering is no exception. Visually conveying ideas breaks down barriers to communica- tion. Interpretation of these ideas is made simpler because language is not involved. The rules of drafting have been developed and standardized over many years before reaching their current position. Following these standardized rules, communication through drafting can be multilingual. These "rules" require study and practice, which provided the impetus for this thesis. Packaging Engineers are involved in many facets of an organization; to include: receiving, transportation, manufacturing, storage, and shipping. To accomplish this job effectively, the rules of drafting need to be learned and applied. The result will be communication of design via drawings. MMM160, Engineering Communications, is a required course for Michigan State University (MSU) School of Packaging students. As a graduate assistant for this course, it was apparent that the skills learned were invaluable and necessary for all engineers. However, due to the mixture of students and class size, minimal detailed information was relayed specifically 2 for Packaging Engineers. The topics set forth in this thesis will prepare Packaging Engineering students for packaging related drafting and design. IEXESIIQAIIQH One hundred (100) questionnaires were distributed to MSU School of Packaging Alumni to investigate the need for a drafting course designed specifically for Packaging Engineers (see Figure 1). The alumni chosen were from various indus- tries (aerospace, automotive, beverage, chemical, cosmetic, food, paper, pharmaceutical, plastics, tobacco) and various graduate classes (1956 to 1984). Sixty percent (60%) of the alumni responded.) (Eleven percent (11%) of the question- naires were returned to sender.) A self-addressed, stamped envelope was enclosed with the questionnaire to encourage response. It was evident from the comments received that: 1) Drafting and design are important and required skills for Packaging Engineers. 2) A drafting and design course designed specifi- cally for Packaging Engineers would be optimal for this training. Following is a list of recommendations (arranged by industry) collated from the returned questionnaires: 1) 2) 3) 4) 5) 5) 7) 8) MSU PACKAGING GRADUATE SURVEY Year you graduated from MSU (optional) Degree: Bachelors Masters Main product(s) at this location Does your current job require: a) drafting of any kind? If so, please describe. b) blueprint reading? If so, please describe. What other design skills do you currently use "on the job"? List specific skills/knowledge you use regularly which could/should be taught to future Packaging graduates. Comments/ideas. Name (optional) Address EIGQEE 1. Packaging graduate Questionnaire, Distributed to School of Packaging alumni to investigate need for drafting and design course. AERQfiEAQE communication (drafting, speaking) computer aided design (CAD)/Computervision cost account management electronics emphasis (e.g. introductory electronics and electricity courses) electrostatic discharge (ESD) control hazardous material packaging industrial packaging (as well as consumer packaging) material selection military standards (how to use them, where to get information) packaging estimating transportation requirements and types AUTOMOTIVE blueprints (symbols, tolerances, dimensions) communication skills computer aided design(CAD)/computer aided manufacturing(CAM) co-op program emphasis on industrial packaging (vs. food packaging) finite element analysis industrial packaging standards (truck trailer sizes, test standards) material knowledge (plastic, paper, metal) and use with automotive parts package machinery design quality control statistical analysis system evaluation BEXEBAQE business and technical report writing data analysis design of molds (injection, thermoform) formal presentation (written, oral) marketing/design/packaging communication material science (in depth) organization presentation skills radius requirements statistics QflEMIQAL§_AH2_HQH§EflQL2_QLEAHIH§_EBQDQQI§ basic drafting blueprint reading chemical packaging requirements electrical motor and control schematics/hook-ups hazardous material regulations (worldwide) QEEMIQALfi (continued) prototypes sketching COSMETICS bottle/cap finish drawings computer aided design (CAD) controls for packaging lines and line equipment folding carton layout integration of packaging components with machinery measuring tool use (e.g. calipers) oral communication skills packaging engineering information control system "reference" vs. "hard" dimensions EQQD art development basic drafting skills blueprint reading/interpretation business skills (e.g. telephone techniques, technical presentations) computer aided design (CAD) dimensional tolerances graphics keyline procedures lab performance tests mold design (injection, thermoform) purchasing sketching (more) specialized education specification writing test procedures A OD S brainstorming ideas for new products communication skills component fit Electrical and Programmable Logic Control (PLC) folding carton board usage (calculations, layouts) project management techniques specific vs. general courses time management typical forming/gluing processes (potentials, limitations) vendor qualification EHABMAQEQIIQAL business writing carton design C U ICA (continued) color graphics computer education design (with cost and ease of manufacture in mind) drawing terminology FDA regulations model making oral presentation skills package testing program design pallet patterns sketching specifications statistical process control/quality assurance ELASTIQS emphasis in physics, trigonometry, etc. human relations management materials courses mechanical engineering (for molding machines of secondary equipment) TOBACQO blueprint reading calculus, fluid, and thermal dynamics computer aided design (CAD) converting industry processes heat transfer machinery design patent application process MTSQELLAEEQQS (Appliances, Copying Machines, Computers, Cushion Products) blueprint reading camera ready artwork interpretation computer aided design (CAD) corrugated design drafting (common) engineering design practices financial and decision making skills foam design industrial packaging emphasis managerial/supervision skills (current) material applications material development material manufacturing practices packaging material properties product/packaging/distribution environment relationship sketching CONTENT Working as Packaging Engineers, descriptive geometry and engineering graphics provide methods of solving technical problems through design. An engineer, who is developing a solution to a packaging problem, must make many sketches and drawings to develop preliminary ideas and communicate with associates. Used in this manner, graphical methods are creative tools (Earle, 1983). Pictures don't have long range barriers; they are quicker and clearer than verbal description. As the students develop drafting and design skills, it is very important to be current with assignments. To under- stand the next concept, students need to have a command of the previous topic. Whenever possible, visual examples should be used to explain concepts, terms, and techniques. The students will be more likely to understand and retain the information. It is recommended that the course be structured with lecture and laboratory hours. Lectures should be used to convey techniques, design information, and packaging applications. Laboratory hours should be used for students to get a practi- cal feel for the topics through different lab exercises and 8 assignments; laboratory hours should also be used to collect assignments, review main points of lectures, give special instructions (e.g. use of drafting instruments), answer questions, and/or complete exams. Where applicable, suggggtgg assignments are listed. Exams should contain a few true/false and multiple choice application problems; the remainder should focus on drafting skill utilization (exception: Topic 11, Communication/Listening). A compre- hensive final exam is recommended, with an emphasis on the topics covered since the previous exam. Grading should be determined by the format and complexity of the assignment (e.g. one (1) point per correct dimension placement, twenty- five (25) points for a drawing). Reference Earle. James H-. Enginesring_22§ign_§raehic§ (4th ed-: Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 21. 9 Following are the topics for PACKAGING ENGINEERING DRAFTING AND DESIGN: 19219.1 DRAFTING BASICS GOALS: 1) Understand the importance of lettering/numbering and correct technique. 2) Know when sketching is used, and how to apply it in circumstances which arise. 3) Begin to develop good drafting habits. I. ETT RING B N All drawings encountered in engineering work are supplemented with notes, dimensions, and specifications that must be lettered and numbered. Therefore, the ability to construct legible freehand letters is a very important skill to develop since it affects the usage and interpretation of these sketches and drawings (Earle, 1983). In many companies, the engineer does the sketch by hand, and the drawing is done on the computer or by the drafting department. A measure of the professionalism of engineers, drafters, or technicians is their technique of lettering. Good lettering results from a good attitude and the willingness to put forth one's best efforts. On the other hand, poor lettering indi- cates an indifferent attitude and a lack of pride in one's work (Earle, 1983). This also includes written memos. 10 Detail the lettering basics: 1) Style (vertical, inclined) 2) Shapes 3) Proportion to other letters 4) Uniformity 5) Spacing between individual letters and words 6) Technique (e.g. keep forearm on desk) 7) Use of guidelines Refer to James H. Earle's book, ENGINEERING DESIGN GRAPHICS, for directional instructions on letters, numbers, and constructing guidelines (see References). II. TCHIN Sketching is freehand drawing without the use of instruments or straightedges (Earle, 1983). It is a valuable means of expressing ideas; an effective way to get an idea across when words fail (Spencer, 1956). Sketching is used "at the scene" where a container is needed, as well as in the office to gather ideas and data. A preliminary sketch also assures a more clean, clear, and concise final drawing. Sketches may be done on the back of an envelope, a napkin, scraps of paper, etc. For example, a crate is needed for the shipment of an automobile engine from Michigan to Ohio. First, the engineer measures the engine or obtains drawings with the outside dimensions (O.D.) for crate sizing. Using these dimensions, the inside dimensions (I.D.) of the crate are determined. Through design experience, engineers learn the clearance requirements for the products shipped (e.g. mode of transportation, weight of product). To determine the crate size, a sketch is made for placement of the engine's length, 11 width, and height values in correct location. The space cushioning or dunnage will occupy and any other special instructions are also included. This sketch will be propor- tional versus to scale. This finalized sketch is then con- verted into a drawing by the Packaging Engineer, Drafts- person, or Vendor. Typically, this drawing is used for manufacturing the end product; in this example, the crate. Sketching is the most important medium for developing prelim- inary ideas (Earle, 1983). It is a useful method for making pre-design decisions before arriving at the final packaging system. Discuss techniques of sketching: 1) End-to-end strokes vs. long, single strokes 2) Horizontal/vertical/inclined lines 3) Large areas in correct proportion, then add smaller features 4) Circle and arc construction 5) Use of construction lines 6) Printed grid (to improve technique) Use a stick figure as a simple example before pursuing container sketches. Point out uneven lines and noncircular shapes which occur in sketches. Familiarize the students with available drafting supplies (e.g. different grades of lead) and their use. The ability to communicate by any means is a great asset, and sketching is one of the more powerful techniques of communication (Earle, 1983). Designers must develop their ideas by making many sketches, revisions, and finally arriving at the desired solution (Earle, 1983). 12 ASSTGNMENT: Capital and small case lettering, either vertical or inclined; Numbering (1-10). Sketch of a stick figure, house, top view of a foam insert, and/or wooden crate. References Earle, James H., En ineer n s' n Gr ics (4th ed.; Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 46, 176, 177, 216, 217. Spencer, Henry Cecil, Basic Technical anwing (New York: The MacMillan Company, 1956), 5. TOPTC 2 PRINCIPLES OF PROJECTION GOALS: 1) Understand how orthographic projection is used in drafting and design. 2) Be able to project points, lines, planes, and objects among projection planes. I. ORTHOGRAP I PROJEC ION Orthographic projection is used to describe a three- dimensional (3-D) object in two dimensions (2-D). This tech- nique is illustrated in Figures 2 and 3. Orthographic projection has been used since 1668. By projecting the different surfaces of a fixture or container perpendicularly onto planes, the length, height, and width of its various sides and shapes can be determined. Once orthographic projection is utilized and dimensions are assigned to the fixture or container, manufacturing becomes a reality. Using this method, the true size and placement of descriptive geometry (points, lines, planes) is determined. The result- ing multiview drawings are visibly more accurate than a photograph because hidden lines are shown. This method of projection has evolved over the years into a system that, when the rules are followed, is readily understood by the technical community (Earle, 1983). 13 14 TOP VIEW LEFT VIEW FRONT VIEW RIGHT VIEW BEAR VIEW BOTTOM VIEW ELEM W. This face is drawn using all six (6) views that are possible with orthographic projection (Miller, 1986). 15 I II I II II I I II II II I I II l H II I I II u u l I." a u n I I u u u Lli_i_n ___________ EIGQRE_31 2r2ie2tign_2f_a_92rrugefed_1rax- The tray is shown in the three (3) views most commonly used with orthographic projection (versus all six (6) views). 16 Engineers utilize descriptive geometry techniques to describe three-dimensional (3-D) geometry in a manner similar to what artists do in their work. Artists use this method in an impressionistic manner. Drafters, however, must be more precise and give greater detail so that their drawings will be understood (Earle, 1983). Every packaging system has to be drafted out to specification—-plastic trays, bags, corrugated boxes, pallets, diecut pads, folding cartons, etc.--orthographic projection is the technique used. By learning the basic principles of orthographic projection, the student will be able to solve difficult drafting and design problems with ease. The ability to visualize a three- dimensional (3-D) object in two dimensions (2-D) (and vice versa) is a required skill for the packaging professional. Refer to the following orthographic projection issues, and construct examples of each: 1) Three (3) principal planes 2) Points, lines, and planes 3) Line appearance guidelines 4) Proper labeling 5) Standard positions for a three (3) view and six (6) view sketch 6) Use of two (2) views vs. three (3) views 7) Importance of correct view alignment 8) View selection (e.g. fewest hidden lines) 9) Various methods of transferring dimensions view to view, as shown in Figure 4 (Earle, 1983) A plexiglass box is helpful for understanding view location, and also makes it easier to explain versus utilizing only an overhead projector or chalkboard. Refer to James H. Earle's book, ENGINEERING DESIGN GRAPHICS, for an example of this concept (see References). transferring dimensions among views. mp wtw rm rm: 3“ VIEW: B I ,. l 2 3 TOP 70,0 1 /// / i END Shoo war [firflflfl FRONT R SIDE rmr m-w rm m a 3m: mws L TOP E I E I I l I w | I Q I I I Ib—wmnww I mp 7 \ ,i , NT 9 r M H E—u: ——- ANGLE srop FRONT - - —— n 5/0: T FRONT R 5/0: H I J . I . . | \\ I | l \ l 1 TOP TOP TOP I—|:'_.. ”LS/£5 - R 5/0: ‘ FRONT FPONT .. FRONT FIGURE 4, Transferring Dimensions. Various methods of (Re- printed from ENGINEERING DESIGN GRAPHICS with permission). 18 Orthographic projection is THE most important aspect of drafting; it is imperative that the students grasp this topic. GNMENT: Complete the unfinished views of a glass or plastic bottle. Find missing view of a vacuum-form container (when two (2) views are given). Sketch a corrugated case (e.g. regular slotted container (RSC)). Draw a plastic hinged box in correct orthographic projection. References Earle, James H., Engineering Design Graphics (4th ed.; Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 233, 244. Miller, J.A., "Introduction to Inspection Techniques and Blueprint Reading" (unpublished course notes; Hughes Aircraft Corporation, Los Angeles, 1986), 5. IQBI§_1 PICTORIAL SKETCHING/DRAWING GOALS: 1) Understand the importance of sketching and drawing for the Packaging professional. 2) Know the similarities and differences of isometric, oblique, and perspective pictorials. Pictorial sketches show the appearance of containers, etc., and are often used to supplement multiview orthogonal projections. They are especially useful for showing the appearance of items which the "untrained" eye cannot visual- ize from the views given on blueprints (Spencer, 1956). Pictorials also enable a designer to work in three- dimensions (3-D). Discuss the techniques for the three (3) most common types of pictorial sketches/drawings (isometric, oblique, perspective) (see Figure 5). Include all three (3) types of perspectives (one-, two-, three-point) and obliques (cabinet, cavalier, general). Also include isometric and oblique circle techniques during appropriate pictorial discussion. Inform the students that a drawing is not accomplished as quickly as a sketch, but often represents a clearer picture of the design. Drawings also make it possible to manufac- ture the product since the necessary dimensions are included. 19 20 3» ISOMETRIC I___E OBLIQUE PERSPECTIVE ' F GURE ' to 'a to i D aw'n . The foam insert is shown as an isometric, oblique, and perspective pictorial. 21 ASSIGNMENT: Sketch and/or draw a cushioned (air cap) bag (open), plant layout, carton with cellophane window, pallet pattern, corrugated container, tote box, cans in a shipping case, electronic part in foam cushioning and case. Give students orthographic views and physical objects (when available) to determine what is to be sketched and/or drawn. Utilize all the types of pictorials referenced in this topic. 3W Spencer, Henry Cecil, Basic Tegnnica; Qrgwing (New York: The MacMillan Company, 1956), 261. TOPIQ 4 DESIGN PROCESS FLOW ANALYSIS GOALS: 1) Understand why design is important for Packaging professionals. 2) Be able to go through design steps with main project (up to implementation). 3) Be able to develop a process flow diagram for the main project, and any other applications. I. DESIGN Webster's definitions of DESIGN: A) to conceive and plan out in the mind; B) to make a drawing or sketch of. Engineering definition of DESIGN: The act of devising an original solution to a problem by a combination of princi- ples, resources, and products (Earle, 1983). For engineers to function to their fullest extent, they must exercise imagination combined with knowledge and curiosity (Earle, 1983). Design is the most distinguishing responsi- bility that separates the engineer from the scientist and the technician (Earle, 1983). When a packaging problem is presented, it is necessary to design a solution. The solution may involve renovating an existing container to fit the product, or the development of 22 23 an entirely new container/system: but in either case, the work is referred to as the act of designing. The engineer needs to understand the product, the environmental and physical factors which affect it, how the packaging compo— nents fit together, etc., before beginning design develop- ment. In developing this design solution, many sketches and drawings must be made before communication with associates is possible. Practically all products are packaged in some manner prior to shipment to their final destination. In some cases, such as in the toy industry, the packaging is very elaborate and may be as expensive as the product. Designers must be aware of the system needs as they develop a design (e.g. a product that is difficult to package will cost more). Many products are shipped partially disassembled to make them easier to package and, therefore, more economical. Furthermore, compact packages require less storage space. The pattern of activities followed by the designer in reach- ing this solution is the design process. The actual design process depends upon the complexity of the problem. Follow- ing are six (6) typical steps during a design process (Earle, 1983): 1) Problem identification 2) Preliminary ideas 3) Problem refinement 4) Analysis 5) Decision 6) Implementation 24 The designer might not proceed from step 1 to 2 to 3 etc. She/he may find it necessary to recycle to previous steps as the design progresses. 1) Brgnien_idgnrifiignrign is more than a problem statement. Background data must be researched and collected in order to determine exactly what the problem is. For example, syrup is leaking from its container. The number of leakers found is on the rise. Your boss wants you to develop a solution to this problem. The problem identification in this instance is not "stop leakers". It requires investigation into manufacturing, packaging, handling, transportation, distribution, etc., before the problem is identified. One way to organize this information is through a process flow analysis chart. This chart lists the sequential steps required to solve a problem. The development of process flow charts will be discussed at the completion of the design steps outlined herein. 2) m' d s. During this step, generate and record as many solutions as possible. Write down all solutions and make preliminary sketches to stimulate other solutions. Record any pertinent ideas and comments on these sketches to assist in the preliminary design process. The syrup container flow chart will be helpful in determining preliminary ideas. Possible ideas: change containers/materials, lower filling and/or sealing temperature, modify distribution, change pallet pattern. A variety of factors can be involved. A new container isn't the only solution to a packaging problem. The 25 container is only one aspect of the overall product/packaging system. 3) W. A few of the promising preliminary ideas are selected and refined. The rough sketches are converted to scale drawings to provide more detailed information regarding their merits and probability of implementation. Continuing the syrup example, during this step, feasible solutions are singled out for further study. The container and pallet pattern are chosen. 4) Analysis. During this step, it is necessary to evaluate the form, fit, and function of the best designs; determine the merits of the designs. The designer reviews the best designs and/or brainstorms new solutions if these are deemed insufficient. Determine whether the physical characteristics of the various packaging materials are compatible with the design. The container and pallet pattern solutions are analyzed for their feasibility. Container material properties and compatibility of pallet pattern with transportation and warehousing requirements are verifed. 5) Decision. After the analysis is complete, a single design/solution must be chosen. The final design may be a compromise that offers as many of the best features as possible. It could be an individual or group decision. The pallet pattern design is chosen because it is less expensive to implement, and through initial analysis it appears that it will reduce the number of leaking containers. 26 6) Implemenrgrign. Finally, the design is implemented. Models, drawings, specifications, etc., are prepared for the design or system. Graphic techniques are used throughout the design process. Including "thinking" graphically before putting anything on paper. Whenever possible, systems should be designed to component/part blueprint. This will assure accurate dimensions and include any other special product requirements noted on the blueprint. There is more than one (1) acceptable design for every pack- aging system. Packaging Engineers must be wary of developing tunnel vision, especially during design activities. The ramifications of ideas/solutions have to be considered. Engineers must design with cost, ease of manufacture, and future use in mind. For example, if a specialty container size is being changed to a stock size, the affect on the users should be researched: will the stock size be too heavy? too small? etc. Also, the first idea is not always the best, and locking in to the "old" way of doing it is not necessarily the optimum way. An engineer could design the best package in the world, but if it cannot be made economically or used easily, it is worthless. II. E W A S Process flow analysis is a diagram of the steps to be followed in performing a task or solving a problem, using a set of standard symbols connected by lines. Diagramming the 27 flow of a procedure, system, or design is useful in under- standing what decisions need to be made, documents consid- ered, timeliness required, etc. Process flow analysis is also used for computer programming, and to show the structure of an organization. It provides a "master blueprint" of the procedure, system, or design (Sumner, 1985). Process flow diagrams help to: 0 Identify unnecessary design steps; 0 Simplify necessary design steps; 0 Allow design to be done with less complexity and effort. Following are some of the symbols used in constructing the diagram (this is not a finite list): Operation--write a memo, analyze design, measure hardware Transportation--send data through company mail, walk to product location Control, indicates any processing operations (except diamond)--have design checked, inspect vendor sample Delay--wait for computer response, wait on checker to return print :37File--file a document, copy floppy disk Decision/alternate sort-~make a yes/no decision, split forms (copy to vendor and checker) The lines joining the symbols on the diagram indicate the sequence of the separate steps, or the flow (see Figure 6). Typically flow is from top to bottom, left to right. FIGURE 6. 28 HHNPMMHR OSSICHED HMMKTOR OBTAIN PRINT V Process Flow Analysis. This diagram depicts the initial steps of the Design Project using process flow analysis: students should com- plete it for their individual packaging systems. 29 Exception: Having to start a process over again and return- ing to a previous step. An arrow is used to indicate this recycled step. Using these symbols, engineers can plan out their design from beginning to end ("womb-to-tomb/cradle-to- grave" concept). There are many correct ways to construct these diagrams. Each person is the master of their process flow diagram. + + + + + + + + + + + + + + + + + + + + + + IT'S A SIMPLE TASK TO MAKE THINGS COMPLEX, BUT A COMPLEX TASK TO MAKE THINGS SIMPLE. --Murphy + + + + + + + + + + + + + + + + + + + + + + +-+-++-+-+ + + + + + + ASSIQNNNNT: Begin the Design Project (see page 30) utiliz- ing the design steps, and construct a process flow analysis diagram to lay out the necessary steps. References Earle. James H-. Enginsering_nesign_§reebies (4th ed.; Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 21, 23. Sumner, Mary, Qomnuters: angents and Uses (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1985), 289. QESTGN PROJECT Packaging Engineers encounter a variety of design projects. To better prepare the students, a Design Project is recom- mended. 1) 2) 3) 4) 5) 6) 7) 8) 9) The oral This Project could include the following stages: Student chooses product (food, electronics, etc.): Instructor approval required before continuing to (2). Flow chart project steps. Sketch product (include dimensions); OR obtain print already dimensioned (via instructor, industry, etc.). Determine packaging system needs. Investigate materials/containers. Design packaging system (sketch). Draw system blueprints (working drawings). Write (short) packaging/material handling specification for the packaging system. Oral presentation to class (5 minutes). presentations could be given during the last class and laboratory meetings. To maintain attendance and increase learning during the design presentations, points could be allotted to students for critiquing each other's projects and presentations. 3O 31 In discussing the Design Project, have students offer some packaging system design considerations. Following is a partial list: 1) 2) 3) 4) 5) Ease of use: How many times will the system be opened, shipped, etc. Storage: Is stackability an issue? Length of storage. Space constraints. How costly is it to manufacture? Could company or vendor stock system be modified at a lower cost? Is automation a factor now or in the near future? (e.g. tote box designs are different for automated systems). Other considerations: a) Fire retardant b) Corrosion susceptible (e.g. wrap with Volatile Corrosion Inhibitor (VCI) paper) c) Dry environment required (e.g. nitrogen purge or desiccant) d) Static sensitive device or assembly e) Percent humidity, temperature f) Shipping environment (e.g. frozen food) 9) Overseas h) Fragility i) Marking j) Dimensions of: container, storage area, material handling equipment k) Transportation method: manual? mechanical? (weight and dimensional issue) Even though Packaging 428 has a similar project, numerous data collected points to the need for students to participate in more packaging system design. TQPIQ 5 DIMENSIONS TOLERANCES GOALS: 1) Understand why dimensions and tolerances are important in drafting and design. 2) Be able to dimension a container using correct dimensional procedures. 1- DIMEN§IQN§ If a drawing is to be complete, so that the object repre- sented can be made exactly as intended by the draftsman or designer, it must tell two (2) complete stories. It tells these stories by means of: 1) views, describing the shape of the object; 2) dimensions and notes, giving sizes and other manufacturing information (Spencer, 1956). Stress the fact that the dimensions given on the views are the actual dimensions of the completed object, independent of drawing scale. The manufacturing shop will produce the object exactly as shown on the drawing, taking tolerances and notes into account. Therefore, all of the dimensions necessary for manufacturing the object must be present. If the drawing is wrong, and four thousand (4,000) specialty corrugated boxes are made before the error is found, someone could lose their job. Of course, four thousand (4,000) boxes 32 33 shgnlfl ngr be made until the first article is received, and examined by the engineer to determine whether its dimensions are to print. Adding "Notify Packaging Engineering for first article inspection of container", or a similar statement, to applicable drawing notes will practically eliminate this type of error. The American National Standards Institute (ANSI) and American Society for Testing and Materials (ASTM) have standards governing dimensioning. Relay the applicable standards to the students. However, mention that industry standards must also be followed. For example, the employer may have a drafting standards manual, which establishes rNQr company's policy for drafting (e.g. symbols, notes). Once these standard practices are understood, they can be applied to every project encountered in that particular company. During the dimensioning topic, touch upon the following concepts: 1) Choosing views 2) Line types (extension, dimension, center, leaders, arrowheads) 3) Units of measure 4) Numeral position (aligned, unidirectional) 5) Placement of dimensions 6) Reference (REF) dimensions 7) Location (outside of a part) 8) Dimension staggering (for ease of interpretation) 9) Round and/or symmetrical geometry (centerlines, hole location, radii) II. E CES The smallest part of a package, and often the most critical, is usually the closure. The security of the whole assembly 34 and the integrity of the contents are dependent upon the cap or tie or whatever is used to complete the package. Not only must the closure remain intact throughout all the hazards of assembly, storage, handling, and shipping, but it must be easy to open and reclose when it reaches the consumer. There is often a very narrow line between a closure that is easy to open and strong enough to travel, and one that fails in ship- ment or is next to impossible for the average person to open (Hanlon, 1971). It is impossible to manufacture anything to exact size. A tolerance is the total amount of variance allowed to a speci- fied dimension. Define tolerance using a cap and bottle. (For example, $.05 inch will yield a tolerance of .10 inch.) Stress that it is desirable that all dimensions be given as large a tolerance as possible, without interfering with the function of a part. This reduces production costs since manufacturing to close tolerances is expensive. Tolerances are especially critical when mating parts are being manufac- tured. They must fit together but not slide apart on their own accord (e.g. snap fit cap with bottleneck rib, friction fit of slip-on overcaps). Parts produced today require more accurate dimensions than did those produced in the past, because many of today's parts are made by different companies in different locations (Earle, 1983). 35 Include: 1) Tolerance types (unilateral, bilateral) 2) Terminology (limits of tolerance, allowance, basic size, fit, etc.) 3) Placement (in title block, individual dimensions, and/or notes) 4) Units (same as dimension to which it is applied) Until experience is gained, engineers should talk with the manufacturer to determine typical tolerances for their process, and a container of the type being designed (e.g. vacuum-form containers have limits of draw). It will save time, money, and unnecessary problems for the involved parties if designs and blueprints are practical and easy to understand. The packaging system will also be easier to manufacture. ASSIGNMENT: Draw and dimension a packaging component (e.g. bottle cap finish, folding carton) complete with tolerances. Have students exchange papers and check for proper dimension/ tolerance format. Dimension the orthographic views given in the assignments for Topic 3, Pictorial Sketching/Drawing. ee es Earle, James H., Engineering Design Granhigs (4th ed.; Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 396. Hanlon, Joseph F., Nangngok of Package Engineering (New York: McGraw-Hill Book Company, 1971), 9-1. Spencer, Henry Cecil, Dasig Technical Drawing (New York: The MacMillan Company, 1956), 122. TQPTC 6 BLUEPRINTS GOALS: 1) Be able to read and understand blueprints. 2) Understand how to utilize blueprints in design. I. DLUEPRTNTS A. Nistorv and uaa Drafting and blueprint reading are an important base founda- tion in any engineering field. Blueprints provide the users with the details of size and shape description, tolerances, materials used, finish, and other special treatment of the material (Miller, 1986). Mention should be made of the history of blueprints (e.g. introduced in the U.S. in 1893, type of reproduction machin- ery used). Point out the five (5) standard sizes of blue- prints (A through E). 3.8351149 Reading a blueprint involves two (2) principal elements-- visualization and interpretation. Visualization is the ability to "see" or envision the size and shape of the object from blueprint drawings, which show various views of the object (orthographic projections). Anyone reviewing a blueprint must be able to form a mental picture of the 36 37 object as a whole. Interpretation is the process of inter- preting lines, symbols, dimensions, notes, and other informa- tion on the blueprint. Depending on the location and nature of students positions upon graduation, they may have to do design work from blueprints ONLY. (This includes the devel- opment of packaging documents.) For example, working at the corporate headquarters of an international company, much of the design work may have to be done for overseas locations. C. Transportingzfitoring Companies which use computers for design will have the original drawing on the main frame or a floppy disk. Typ- ically, there will also be a file of the prints (hard copies) for easy access. Describe basic folding methods to make a blueprint easier to carry around and store. See Figure 7 for an example. Addi- tional examples are found in the General References cited (page 70). Stress that the original drawing shouldn't be folded, and handling of any kind kept to a minimum. Main- taining the original's integrity will ensure clear future copies. This includes computer hard copies (and soft when possible) in case data is "accidentally" lost. II. S D N ON LUEP NT RE T ONS I In all engineering fields, it is necessary to read blueprints to understand design details. During the design process, sketches, and later drawings, are put on paper, dimensioned, 38 M FIGURE 7; Print Folding. This is one (1) way to fold a size B print (11" x 17"). The final (folded) size is 8 1/2" x 11". 39 and then reproduced via a blueprint or copy machine. Design, dimensioning, and blueprint reading go hand in hand, and are successful only if the previous step is accomplished accu- rately, with the proper drafting techniques. Blueprints of packaging components are used to determine their form, fit, and function with equipment, containers, etc. For example, it may be necessary to obtain a component blueprint to verify that the proper supplier packaging specification is listed on the Purchase Order (PO). The Packaging professional cannot rely on measurements taken off the print (e.g. assembly for containerization) with a scale or ruler. The dimensions shown on the blueprint are always used. The draftsperson or engineer is held respon- sible for correct dimensions but not necessarily for scaled sizes on the drawing itself. Dimensions on the blueprints are actual size (independent of the scale listed in the title block). When working with a vendor on a specific design, it should be sketched out, commented upon by the vendor, users, etc., changed accordingly, reconfirmed, THEN converted into a drawing. This will save time and money, and insure a more acceptable, accurate design. Also, encourage the students to check with other packaging engineers in their group, company, division, and/or professional organizations to see whether the required packaging system is already available, and/or if anyone has experienced problems with it. If the vendor will be making tooling or a die (e.g. folding carton), 4O LDair drawings should be reviewed to insure the system's overall accuracy. When beginning a new job, suggest that the students have a co-worker, who knows the company's drafting policies, cri— tique their sketches to get them started on the right track. This person should be familiar with previous mistakes and design difficulties. They may or may not be the person who approves the drawings upon completion. Blueprints should be self-explanatory (e.g. marking, materi- als). Instill the good practice of requesting a first article sample where applicable. For example, if six thou- sand (6,000) injection molded containers are ordered, the dimensions, closure, etc., should be verified before the order is filled. It is easy to see why this would be beneficial. If a drafting department does all packaging drawings, it places even more importance on a sketch's accuracy. Every- thing which is to be included on the drawing should be written out. For example, any special instructions or notes, odd dimension requests from the user/manufacturer, etc. Recommend a file copy be retained for answering specific questions over the telephone, and/or if necessary, to pro- tect reputations ("If that engineer hadn't left it off the sketch, the drawing would have been completed by now.") If the students have a say in the materials listed on the drawing, they should verify the material's properties 41 (e.g. fire retardant, static protective). Such verification can be obtained through testing a sample themselves, sending it to a test laboratory, or contacting other users. Con- versely, students choosing the sales side of the packaging business, should have and understand product specification sheets as well as current user's names and telephone numbers, available for their customers upon request. ASSIGNMENT: Interpret a blueprint for a packaging system (e.g. Air Transport Association (ATA) container with foam insert). Determine tolerances, materials, special manufac- turing instructions, etc. BQIEIEDQQ Miller, J.A., "Introduction to Inspection Techniques and Blueprint Reading" (unpublished course notes; Hughes Aircraft Corporation, Los Angeles, 1986), 3. TOETC 7 WORKING DRAWINGS ASSEMBLY DRAWINGS GOALS: 1) Determine what encompasses a set of working drawings. 2) Understand the role of working drawings in design. 3) Be able to layout and draft an assembly drawing. I. W K N RAWINGS Many of the designs which Packaging Engineers develop require working drawings. A working drawing is a complete drawing or set of drawings such that the object represented can be built from it alone without additional information (Spencer, 1956). Working drawings are sometimes called detailed drawings because they describe and dimension the details of the parts being represented along with specific notes for construction (Earle, 1983). Drawing notes also contain suggested vendors, tests which materials must pass, request first article samples, etc. The manufacturer will be able to visualize in his/her mind EXACTLY what the designer has in mind, and the dimensions tell the exact size of the part. Since one (1) manufacturer may not be supplying all of the required parts for a design/assembly, the dimensions mast be 42 43 accurate. The parts may be manufactured in separate plants and shipped to a central location for assembly. For example, pieces for a handling container are formed, transported to the welder, and end up at the distributor for identification card holders and partitions, before being shipped to the customer. The dimensions for each piece of the container must be accurate since they are not manufactured and assembled by the same company. Most of the techniques/subjects discussed in this thesis form a basis for developing the working drawings. II. ASSEMBLY DRAWINGS When the parts have been made according to the specifications of the working drawings, they will be assembled (Earle, 1983). Assembly drawings are used to conceptualize how pack- aging components fit together. The method chosen depends on the detail desired. The pictorial assembly offers the most easily understood view of the relationship of these parts. This becomes more important as the complexity of the assembly increases (Earle, 1983). Figure 8 is an example of a pictorial assembly drawing (partially exploded). Discuss: 1) The two (2) types of assembly drawings (pictorial, orthographic) 2) How to choose which type drawing is best for specific item 3) Part display (assembled, exploded, partially exploded) 4) Numbering and layout of views 5) Absence of dimensions in assembly drawings EIGURE 8, Assembly Drawing. This packaging system is shown as a partially exploded assembly draw- ing. 111- IIILE_BLQQK The title block provides supplementary information on the part or assembly to be made and information which aids in identification and filing. Point out: 1) Typical location on the drawing 2) Information it contains (e.g. title/part name, scale, sheet number) 3) Other items in that general area (e.g. drawing number, parts list, tolerances, materials) IV. QEEQKING DBAWTNG§ Go into the reasons to have drawings checked: 1) For possible manufacturing problems 2) Material compatibility 3) Sizing 4) Eliminate mistakes in the design and manufacturing 5) Omissions/ambiguities 6) Save time and money (which would have been spent on manufacturing a container incompatible with the product or system) Review the steps a design draft goes through: 1) Checker makes notes and corrections that she/he feels are desirable 2) Corrected print is returned to the engineer/drafter for revision of the original drawing 3) Another print is made for approval NDTE: The checker is responsible for checking the soundness of the design, and its functional characteristics. She/he is also responsible for the completeness of the drawing, its readability, lettering, drafting techniques, and clarity; its overall quality (Earle, 1983). 45 V. V O S It is imperative that Purchasing and/or anyone who may order the parts/containers on a regular basis, have the most current drawing (e.g. Revision B). This oversight could be blamed on the Packaging Engineer for not overseeing the distribution of the revision to regular users. VI- EEQQBD_QE_EBQIEQI_QEAE§E§ During a project, there will be many changes made on actual designs and drawings. It is useful to maintain a log of these changes, any calculations used to arrive at the final design, and the names, titles, and locations of the people involved. By documenting this history, anyone could read the log and understand the processes leading to the final design. This log is a time saver if, for example, an engineer is ill or on vacation: a co-worker could understand the steps taken on the project and reduce delays. AEEEDNNENI: Spend time on Design Project working drawings. Referancea Earle, James H., Engineering Design QranNigs (4th ed.: Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 438, 449. 450, 451. Spencer, Henry Cecil, Easig Technical Drawing (New York: The MacMillan Company, 1956), 3. 46 GOALS: 1) 2) 3) TOPTQ § PACKAGING DOCUMENTS MATERIAL HANDLING EQUIPMENT PARTS PROTECTION Know what a packaging document contains and its use. Be able to characterize material handling equipment, and understand how it fits into the system. Have a basic understanding of packaging vs. material handling vs. parts protection. A G NG A- QQDLQEL Packaging specifications, packaging requirements, packaging procedures, material handling and packaging requirements, parts protection guidelines...The name given to these docu- ments will vary from company to company, but the contents will not. These documents should contain the following information as a minimum: a) b) What part it pertains to Reference documents used and/or listed in the document Handling cautions and directions Wrapping and/or cushioning materials to use for packaging Acceptable containers Transportation instructions Marking Shipping details 47 48 (Obtain examples of packaging documentation for students to review.) As mentioned within the blueprint topic, it may be necessary to develop these documents using drawings versus the actual production hardware. The hardware may not be manufactured yet or be physically located elsewhere (e.g. west coast). The content of packaging documents is comparable to military specifications and standards. Many companies follow the format of government documents because it is an established system and quite comprehensive. The company documents will probably not be as lengthy as government documents, but will get the message across. Packaging instructions should be clear and concise. A person should be able to read the contents and understand how to package that particular part, without a Packaging Engineer looking over their shoulder. Despite popular opinion, a Packaging Engineer CANNOT be every place, every time packaging assistance is required! B. Egg Packaging instructions are good guidelines to establish proper packaging, material handling, and parts protection procedures company-wide. They can be referenced by number on engineering drawings, purchase orders, manufacturing planning documentation, and any other documents which pertain to part movement, storage, and shipment. This alerts personnel handling the part that there is an 49 established packaging/transportation procedure. Packaging instructions can decrease the damage from improper handling and packaging, thereby increasing profits and justifying the packaging department's existence. These documents should be coordinated with the users so they will understand them, be able to use them, and not be sur- prised (and upset) when they are published. Have the users review the rough draft: they might have a better understand- ing of the product than the author. The idea is not to make their job impossible. The users still have to move the product safely (and on schedule) despite what any documents require them to do. Including pictorial representations of packaging systems, labels, etc., in packaging instructions is useful for understanding exactly what is required. (A picture is worth a thousand words.) Discuss the use of government specifications and those common to packaging (e.g. MIL-B-81705, "Barrier Material, Water- Vaporproof, Flexible, Electrostatic-Free"; PPP-B-601, "Boxes, Wood, Cleated-Plywood": Code of Federal Regulations (CFR), Title 49, "Transportation"). Warn the students that it is often necessary to go on a specification search. One (1) specification will reference another specification, which has to be reviewed for the actual packaging requirements. II. TER NG U P NT Material handling equipment is used to transport, lift, store, and protect hardware. Shelving, utility carts, tong 50 grabs, pallet lifters, flat or upright dollies are all exam- ples of material handling equipment. Many products or groups of products move around the manufacturer and customer plants on skids, also known as pallets. A skid supports an item, places it above ground allowing material handling equipment (e.g. pallet jack, fork lift) to be placed underneath for movement to a new location and/or to protect the product from moisture (flood, floor sweat). This new location may be three (3) feet or three thousand (3,000) miles away. In either instance, it is still necessary to have a sturdy pallet and balanced load before moving. The load may require banding or strapping to remain on the pallet. Transportation routes and plans should be investigated to determine any other special circumstances which may surface before, during, or after movement. For example, steel parts might be stored for three (3) months in an environmentally uncontrolled Florida warehouse before use. This high humidity environment could cause rust to form on the parts delaying or prohibiting their use. Volatile corrosion inhibitor (VCI) paper, desiccant, and/or a controlled environment would practically eliminate this mishap. When designing a container or packaging system, which will require the use of material handling equipment, the equip- ment must be researched and the necessary information deter- mined for the design (e.g. space allotment for fork lift or pallet jack tongs). Every packaging professional wants to avoid experiencing that sinking feeling as the fork lift 51 drives up to move their three hundred fifty (350) pound pack- aging system and discover it is a mismatch. An engineer ought to be prepared, plan/design ahead. Concentrating ONLY on the packaging system and not the effects the material handling system will have on the product can create some unwanted damage, bottlenecks, and delays. These outcomes could ultimately be blamed on the Packaging Department for their lack of foresight. Material handling equipment vendor catalogs would be useful for topic examples. III. ARTS PR ECT P KAGIN WA NES A company can have the best quality containers and systems in place, but without adequate parts protection and packaging awareness training, they are practically useless. For example, the injection molded handling container in Figure 9 was designed with a slot on top for paperwork placement, but it was not designed to withstand the stress of being carried around by this slot. Eventually it will stress crack, espe- cially if there is from ten (10) to twenty (20) pounds in the drawer. Depending on a design's characteristics, incorrect handling could be detrimental to the product inside. Parts protection and packaging awareness WILL NOT stop everyone from committing a handling error, but it will certainly reduce the statistics. AEEIDNNENT: Write Packaging Instructions for the Design Project and include illustrations. 52 FIGURE 9; In'ection olded Handlin Containe . The top slot (designated with an arrow) is designed for paperwork, not lifting. TOEIC 9 SECTIONING GOALS: 1) Be able to construct common sections. 2) Understand how to use section lines to represent different materials and parts in an assembly. I. §ECTIONlN§ A. Egg The standard orthographic views that show all hidden lines may not effectively reveal the true details of a design. This shortcoming can often be improved by using a technique of cutting away part of the design and looking at the cross sectional view. This View is called a section (Earle, 1983). The cutting plane is like a knife cutting through the object. (Discuss correct cutting plane appearance and direction of sight arrow placement.) Sectioning can be used to show the details of a can lid crimp, glass finish, etc. B. Eaction synbols The cast-iron symbol of evenly spaced section lines can be used to represent any material, and is the most often used sectioning symbol. Engineers should be familiar with other common sectioning symbols, and understand the correct section lines to use when distinguishing separate parts of designs (e.g. neither parallel nor perpendicular to the part 53 54 outline). Supplementary notes, specifying the materials, should be provided to avoid misinterpretation by the manufacturer. A section can also be drawn without section lines: in this manner, the section is used to signify other than type of material used. C. es 0 sect'ons There are many different types of sections. Refer and construct examples of the typical sections: full, half (Figure 10), offset, revolved, removed (Figure 11), broken- out. Specify the use of conventional breaks. For reader clarity, sections that are not in their correct orthographic projection should be labeled (e.g. removed sections). ASSIGNMENT: Draw the six (6) typical sections using orthographic views of one (1) or two (2) packaging containers (e.g. intricate injection molded container, bottle cap finish). Insert conventional breaks where required. Eegerenge Earle, James H., Engineering Design Granhigs (4th ed.; Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 286. 55 0:1 87 .o. .259 .099 TV? \\\ ~ // 31 .10 ‘7 SOs-Ir ' lax» % .754! b- 0- b- .25 TYP 6.60 —d I3.20 -' BASE I.06 L00 I! 2 J .06 I. I > l SECTION A- A FIGURE 10, Nalf Section. Since it is symmetrical, only half of the cable container's front section is shown. (Note conventional break.) 56 0'93 .2°|a THRU (l5 PLACES) 1’ ‘\ ___ -ALJL- I I\ A\ __:j__ I ‘1 H! p q>—ef——e- ‘ 36 00 24.00 4 E0. SPACES L ‘V {3 <> '4‘“— A l'\ _ - Y Y—_$- r I" I I I . - - N. L. 1 4.00 FULL RADIUS DETAIL A FIQURE l1, Bemovad §ection. The handling board carrying slot is small; a removed section is used to enlarge and dimension it. (Note conven- tional break.) IQ£l§;lQ COMPUTER APPLICATIONS GOALS: 1) Comprehend the use of computers in Packaging. 2) Be familiar with the different pieces of equipment comprising a computer graphics system. Computers are becoming easier to obtain as the prices decrease and state of the art advances. Computer-aided manufacturing (CAM) involves computerized production machinery. Initially, this was confined to metal- cutting machines such as lathes, drills, and milling machines. Modern CAM systems make use of, and control, complicated robots used to assemble delicate printed circuit boards as well as heavy steel auto parts. These robots can have as many as ten (10) arms that may weld, drill holes, and tighten bolts in a sequence of steps (Earle, 1983). Computer-aided design (CAD) is the computer-aided process of solving design problems in all areas of engineering. Computer-aided design (CAD) equipment enables the designer to analyze and design a part in an accurate and rapid manner. The specifications of the design can also be stored, and then recalled for further modification and evaluation at a later date. The graphic display of the CAD system aids designers 57 58 in viewing and studying their designs as they are being developed (Earle, 1983). Why would a Packaging Engineer want to use a computer for drawings or documents: 1) Easier to make revisions 2) Time savings (If utilizing similar designs or document structures, the file can be renamed and modifications made to fit the new needs.) 3) Improve productivity (thereby reducing lead times) 4) Easier to standardize (e.g. use of packaging/ material handling standard library within computer system) 5) Improved drawing and document quality 6) Easier inventory management (e.g. match cap to bottle, assign vendor specification to hardware) Computer generated drawings are quicker to reproduce than manual drafting because they can be printed out in the re- quired size (e.g. reduced for packaging specifications). It is also easy to make changes. Some companies use the skills of their graphics department to generate these designs. In this case, a clear, concise sketch can be prepared for them (along with a charge number probably!). Computers do not eliminate the engineer's need to learn basic drafting skills. The computer doesn't know how to choose the correct view, proper dimension placement, or how a particular container will be used. The students must learn the basics to understand product specification sheets, initial design sketches, ad infinitum. Computer graphics can be used for modifying and developing a number of ideas for consideration, but the computer is used only after much freehand sketching has been done (Earle, 1983). 59 Pursue a guest lecturer (e.g. someone from the Computer Science Department) to give students the past, present, and future of computers. This should include basic equipment familiarization (e.g. computer, terminal, plotter, printer) and use. Computers can be used to accomplish many of the assignments in PACKAGING ENGINEERING DRAFTING AND DESIGN. Point out that computer programs are also used as a foam and pallet pattern design assistance tool. SSIGNMENT: Have students draw a container from a previous topic assignment on an available campus computer graphics system (e.g. CADAM, AutoCAD, Computervision). geference Earle, James H., Engineering Design Graphics (4th ed.; Reading, Massachusetts: Addison-Wesley Publishing Company, 1983), 49, 760. TQBIQ_II COMMUNICATIONS LISTENING GOALS: 1) Understand the importance of communication on the job (e.g. listening to co—workers, presenting designs) 2) Determine which of their communication skills need fine-tuning. I. OMMUNI A 0 Communication is a fundamental social process. Without communication, human groups and societies would not exist (Schramm, 1963). It is a system which connects every element in an organization, and has a vital influence on its success. Poor communication lowers morale and reduces productivity. Other qualities being equal, employees who demonstrate an ability to communicate effectively will find themselves more promotable than those who communicate ineffectively (Rockey, 1977). In oral and written communications, the following key ele- ments are involved: Sender (S), Message (M), Receiver (R). It is important to remember, the message sent is not neces- sarily the message received. The sender knows what she/he intended the message to be, but the receiver may interpret it differently. Feedback may be required before the receiver 60 61 really understands what the sender meant. For example, a design of a stereo container is completed by the Packaging Engineer (sender) and forwarded to the Supervisor (receiver) for checking. The Packaging Engineer knows why a particular styrofoam density and pattern are used, but the Supervisor does not. The Supervisor telephones the engineer and asks questions to interpret these unclear aspects. Now the design (message) is understood. There are also many "noises" which interfere with the recep- tion of information. These noises can be physical (e.g. loud machinery, other people talking when you are making a tele- phone call), emotions, attitudes, relationships, and other nonphysical aspects. In Figure 12, the small "m" over the "R" indicates unclear receipt of the "8" message (Rockey, 1977). The receiver either didn't get the message or interpreted it differently than the sender intended because of noise. II- QBAL_QQMMHEIQAIIQH Oral communication is a skill used for meetings, seminars, solving packaging problems, presentation of ideas, and/or one-on-one exchanges. The circumstance doesn't matter near as much as the method. Without clear and concise transmit- tal, communication gets obscured; whether the engineer is expressing an opinion, presenting a design, or involved in a parts protection/packaging awareness effort. (____ ________——— EIQQEB 1,2 . 62 é' 9m Effect gf ngmunigagign ugigg. This illus- tration depicts what occurs when "noise" (N) interferes with the reception of information: the message (m) is unclear. H-‘Tfif'E-Tm 63 Students must be aware of the fact that they will never know everything there is to know about packaging, and shouldn't come across to people as if they do. Tact in approach is re- quired, for the department's reputation and their own. When preparing a design presentation, assume the audience has no knowledge of the design background (unless there is glgg; evidence to the contrary). Give the reason(s) for developing the design, how the design solves these reasons/problems, and how the product will benefit from its use. Do what it takes to "sell" the design. Self-presentation is the initial basis by which professionals are judged. This includes communica- tion over the telephone. Oral communication is only one (1) segment of the communica- tion involved in a professional career. Other segments include: writing, reading, studying reports, attending meetings and conferences. 111- LIEIEEIHQ + + + + + + + + + + + + + + + ALL THIS HAS BEEN SAID BEFORE BUT SINCE NOBODY LISTENED, IT MUST BE SAID AGAIN. Andre Gide Novelist, Philosopher + + + + + + + + + + + + + + + A. Importange The major cause of poor communication is the failure to +-++-+-++-+ +-++-+-++-+ listen (Atwater, 1981). People fail to listen because of: 1) Distractions 2) Noninterest 3) Tiredness 4) Laziness 5) Talking 64 6) Assuming that listening consists of not talking 7) Preoccupied with their own problems and needs 8) Judgmental 9) Simply not knowing how to listen Listening requires continual effort and concentration on what is being said (Atwater, 1981). It is more than hearing. Hearing is an automatic reaction of the senses and nervous system. Listening is a voluntary act, involving higher mental processes as well. People have to wagt to listen (Atwater, 1981). Why is listening important? William Ford Keefe (1971), in his book LISTEN, MANAGEMENTl, reports the findings of several studies that conclude most executives spend between thirty- four (34) to sixty-three (63) percent of their day listening. Listening is a skill which must be developed. People are usually absorbed in their own lives/activities, and really listening to someone becomes boring. Most people enjoy conversation when they are the one talking. When two friends meet, each is so eager to share their expe- riences that both may begin talking at once. They end up talking at each other instead of listening and responding (Atwater, 1981). Conversation in the United States is a competitive exercise in which the first person to draw a breath is declared the listener (Bolton, 1979). 3- HQ! When listening, minimize distractions, pay attention, main- tain eye contact, and use positive body language. To better 65 understand what a person is saying, ask them to clarify what was just said, paraphrase it in your own words, and/or summa- rize responses to sum up the main ideas and feelings express- ed during the conversation. Self structure or self worth is a tremendously important factor in listening. It not only serves as an anchor point in a person's daily interactions with the environment, but it is also essential in directing behavior (Banville, 1978). A Packaging Engineer could be so enthusiastic about a container design that they shut out potentially valuable criticism and suggestions because it might interfere with their plans. Another communication defense mechanism is refusing to hear whenever a person feels they are an expert in the subject and have all the answers. Attitude is very important in listening. When a person has a positive attitude toward someone, they remain open and recep- tive to that person despite differences between them. But when they have a negative attitude toward someone, they be- come closed and unduly critical no matter how hard they try to listen. Negative attitudes can be even more detrimental to communication than faulty listening habits. C-Earriers Do you listen when you hear? There are barriers to effective listening (Sigband, 1969): 1) Inability to goncentrate. Most people talk slower than others comprehend. This allows the listener to take mental excursions while the speaker talks. 2) 66 The listener wanders in and out of the lecture. During the excursions, the listener misses some important facts. Emotions. If a listener disagrees with one (1) of the speaker's statements, she/he may concentrate on that one (1) statement and not hear the others OR just "turn the speaker off". D. Enhancement To be a good listener (Sigband, 1969): 1) 2) 3) 4) 5) 6) Listen actively for the main theme of the discus- sion along with specific ideas and facts. Concen- trate. Stay with the speaker, be alert, and ask questions. Sit up straight and face the speaker. If a listen- er slouches in their chair and puts their feet up, they feel relaxed, but the speaker may perceive this posture to mean they aren't interested and are discourteous. Don't let preconceived ideas or bias on the topic surface. Listen objectively. The speaker may have a new approach, a new concept, or a new method of doing an old job. When a speaker doesn't have his/her ideas organized too well, it is necessary to listen analytically and organize the presentation (in our minds) as the talk continues. Listen to and observe the speaker's nonverbal communication. Voice inflection, whether the comments are made as a question or statement and the body language (e.g. facial expression) can be considered when interpreting a speaker's message. Listen with empathy and understanding to create open pathways to communication. On the job, good listening helps to establish a non-threaten- ing climate which is conducive to good communications between the employee and the supervisor. Open communications is an essential requirement for effective administration. When co-workers, friends, and family note that we listen carefully 67 to them, they will usually reciprocate through more effective listening on their part. Listening is vital to human interaction. If further information and techniques for improving skills are requested, there are hundreds of books on communication available in the library. + + + + + + + + + + + + + + + + + + + + WE HAVE TWO EARS AND ONE MOUTH, AND SHOULD USE THEM IN THAT PROPORTION. —-Epictetus + + + + + + + + + + + + + + + + + + + + -++-+-+4-+ +-+-++-+-+ EXERCISE: Read a packaging specification and have students answer specific questions about it. Discuss any distractions the students observed (e.g. whether those who took notes while listening were able to answer as many of the questions as those who did not). Describe a picture with words and phrases for students to sketch. Have several volunteers sketch their solution on the chalkboard or viewgraph; discuss the diversity of solutions. Have students list their barriers to listening, and how they plan to eliminate them. ASSIGNMENT: Discuss the structure of the oral presentation for the Design Project. e ere es Atwater, Eastwood, I Hear Ion (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1981), 1, 3, 4, 15. Banville, Thomas G., How to Listen--Hoy to Be Heard (Chicago, Illinois: Nelson-Hall, Inc., 1978), xii. 68 REFERENCES (continued) Bolton, Robert, Eeonle SEiIIs (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1979), 4. Keefe, William Ford, Eisgen, Management! (New York: McGraw- Hill Book Company, 1971), 10. Rockey, Edward H., Communicating in Organizations (Cambridge, Massachusetts: Winthrop Publishers, Inc., 1977), xviii, 9. Schramm, Wilbur ed., Ihe Sgience of Human Communicatign (New York: Basic Books, Inc., 1963), 12. Sigband, N., "Listen to What You Can't Hear", nation's Eusiness (June, 1969). §UMMARZ Drafting and blueprint reading are used by all Packaging Engineers. A course with an emphasis on these skills is important to the curriculum of the School of Packaging. Collating and integrating information received with experience, PACKAGING ENGINEERING DRAFTING AND DESIGN was developed. Upon completion of this course, MSU Packaging Engineering graduates will have a more thorough understanding of their field and of drafting's role in same. The topics set forth in this thesis will better prepare Packaging Engineering students for packaging related drafting and design. If there is extra time during the term, threads/fasteners, developments, and intersections would be useful additional topics. Review General References (page 70) for a descrip- tion of each. 69 GENERAL REFERENCES GENERAL REFERENCES Atwater, Eastwood, I Hear Iou, Listening Skills to Make You a Bagga; Manager (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1981). Banville, Thomas G., ng a9 Listen--How to Be Eeand (Chicago, Illinois: Nelson-Hall, Inc., 1978). Cooper, Shriver L., Erawing, Eketcningl and Einannint Reading (New York: McGraw Hill Book Company, Inc., 1954). DiGaetani, John L., "The Business of Listening", 5' ss Eoriaons, October, 1980. Earle, James H., n nee 'n es' G a h' s (4th ed.; Reading, Massachusetts: Addison-Wesley Publishing Company, 1983). (5th ed. available) House, Clifford R., and Apollonia M. Koebele, Eagananga Manna; fig; foica Earsgnnei (5th ed.; Cincinnati, Ohio: South-Western Publishing Company, 1970). Keefe, William Ford, L4§L§2I_M@B§QEEQE§L (New York: McGraw- Hill Book Company, 1971), 10. Michel, Margaret J., "An Approach to Package Design Training" (unpublished Master of Science Thesis, Michigan State University, 1982). Miller, J.A., "Introduction to Inspection Techniques and Blueprint Reading" (unpublished course notes, Hughes Aircraft Corporation, Los Angeles, 1986). Process Flow Analysis Workshop, Ford Aerospace Corporation, Newport Beach, California, April 16, 1988. Rockey, Edward H., ggnmnnicaging in Onganizations (Cambridge, Massachusetts: Winthrop Publishers, Inc., 1977). B2get1s_Internafignal_1he§anru§. Revised by Robert L- Chapman (4th ed; New York: Harper & Row, 1977). Schramm, Wilbur. ed- Ihe_SQiense_gf_Euman_Cgmmunigafi2n (New York and London: Basic Books, Inc., 1963). 70 71 Wapsgan'a Eingn new goIIegiage Eigtionany, ed. Frederick C. Mish (Springfield, Massachusetts: Merriam-Webster, Inc., 1987). "WWIIII'EHLWIIWITS