Springer Tracts in Mechanical Engineering

Vitalii Ivanov
Ivan Pavlenko
Artem Evtuhov
Justyna Trojanowska

Augmented
Reality
for Engineering
Graphics
Springer Tracts in Mechanical Engineering

Series Editors
Seung-Bok Choi, College of Engineering, Inha University, Incheon, Korea
(Republic of)
Haibin Duan, Beijing University of Aeronautics and Astronautics, Beijing, China
Yili Fu, Harbin Institute of Technology, Harbin, China
Carlos Guardiola, CMT-Motores Termicos, Polytechnic University of Valencia,
Valencia, Spain
Jian-Qiao Sun, University of California, Merced, CA, USA
Young W. Kwon, Naval Postgraduate School, Monterey, CA, USA
Francisco Cavas-Martínez , Departamento de Estructuras, Universidad
Politécnica de Cartagena, Cartagena, Murcia, Spain
Fakher Chaari, National School of Engineers of Sfax, Sfax, Tunisia
Francesca di Mare, Institute of Energy Technology, Ruhr-Universität Bochum,
Bochum, Nordrhein-Westfalen, Germany
Hamid Reza Karimi, Department of Mechanical Engineering, Politecnico di
Milano, Milan, Italy
Springer Tracts in Mechanical Engineering (STME) publishes the latest develop-
ments in Mechanical Engineering - quickly, informally and with high quality. The
intent is to cover all the main branches of mechanical engineering, both theoretical
and applied, including:
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• Dynamical Systems, Control
• Fluids Mechanics
• Engineering Thermodynamics, Heat and Mass Transfer
• Manufacturing
• Precision Engineering, Instrumentation, Measurement
• Materials Engineering
• Tribology and Surface Technology

Within the scope of the series are monographs, professional books or graduate
textbooks, edited volumes as well as outstanding PhD theses and books purposely
devoted to support education in mechanical engineering at graduate and
post-graduate levels.
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All books published in the series are submitted for consideration in Web of Science.
Vitalii Ivanov · Ivan Pavlenko · Artem Evtuhov ·
Justyna Trojanowska

Augmented Reality
for Engineering Graphics
Vitalii Ivanov Ivan Pavlenko
Department of Manufacturing Engineering, Department of Computational Mechanics
Machines and Tools Named After Volodymyr Martsynkovskyy
Sumy State University Sumy State University
Sumy, Ukraine Sumy, Ukraine

Artem Evtuhov Justyna Trojanowska

Department of Manufacturing Engineering, Faculty of Mechanical Engineering
Machines and Tools Poznan University of Technology
Sumy State University Poznań, Poland
Sumy, Ukraine

ISSN 2195-9862 ISSN 2195-9870 (electronic)

Springer Tracts in Mechanical Engineering
ISBN 978-3-031-44640-5 ISBN 978-3-031-44641-2 (eBook)
https://doi.org/10.1007/978-3-031-44641-2

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Preface

Engineering is a rapidly evolving field, and engineers must continuously update

their skills and knowledge throughout their careers. Engineering education should
emphasize the importance of lifelong learning, encouraging engineers to pursue
professional development opportunities, engage in continuing education, and stay
updated with the latest advancements and best practices in their respective fields.
Engineering education institutions face several challenges in preparing students
for the workforce. These challenges include the evolving nature of the industry, the
need to keep up with the latest technological advancements, and the lack of collab-
oration between industry and academia. To overcome these challenges, engineering
education institutions must develop and implement programs focusing on experien-
tial learning, interdisciplinary collaboration, industry partnerships, and innovative
teaching tools.
Augmented reality (AR) can play a significant role in enhancing the teaching
and learning experience for engineering students. AR allows students to visualize
and interact with 3D models, simulations, and digital overlays, making understanding
complex engineering principles, mechanisms, and structures easier. It bridges the gap
between theoretical knowledge and real-world applications. AR provides a hands-on
learning experience, allowing students to engage with virtual objects and systems in
a simulated environment. They can explore, manipulate, and experiment with virtual
components, equipment, and processes, fostering a deeper understanding of engi-
neering principles. AR can simulate experiments, equipment operation, and main-
tenance procedures, providing a safe and cost-effective way to practice skills and
techniques. AR can overlay virtual objects onto the physical environment, enabling
students to understand and interact with spatial relationships, design prototypes, and
architectural models. It helps students develop critical spatial skills necessary for
engineering design and problem-solving. AR can facilitate collaborative learning
experiences among engineering students. Multiple users can interact with the same
virtual objects simultaneously, enabling group discussions, problem-solving, and
teamwork. AR can also support remote collaboration, allowing students to work
together on engineering projects regardless of physical location and fostering global

v
vi Preface

collaboration and knowledge sharing. AR can provide context-rich learning experi-

ences by overlaying digital information onto real-world objects and environments.
Students can see how engineering concepts and principles are applied in real-world
scenarios. AR offers an immersive and interactive learning experience that can
increase student motivation and engagement. It can spark curiosity, creativity, and
problem-solving skills, encouraging students to explore engineering concepts and
applications more deeply.
It’s worth noting that while augmented reality offers many benefits, it is not
a replacement for traditional teaching methods or practical hands-on experiences.
Instead, it complements existing instructional approaches and provides additional
tools and resources to enhance engineering education.
In today’s rapidly evolving world, where innovation and efficiency are paramount,
exploring new avenues for enhancing engineering education and product design
processes has become essential. This book addresses these challenges by focusing
on the power of augmented reality, visualization techniques, and their practical
applications in engineering.
Chapter 1 delves into the significant challenges in engineering education. The
defining engineering education and exploring its pivotal role in shaping the future of
industries were described. Understanding the labor market requirements is crucial
for preparing engineering students to meet the demands of the industry.
Chapter 2 focuses on product design, an integral part of the engineering process.
The role of product design and how it aligns with market demands were exam-
ined. This chapter provides insights into effective product design strategies, empha-
sizing user-centered design, innovation, creativity, design for manufacturing, and
sustainability.
Chapter 3 explores the visualization of engineering products. Visualization
plays a vital role in communicating complex engineering concepts and ideas. We
discuss traditional methods of visualization and dive into the world of simulations,
augmented reality (AR), virtual reality (VR), and mixed reality (MR). Furthermore,
the benefits of visualization technologies in engineering and contemplating the future
advancements in this field were outlined.
Chapter 4 presents an in-depth exploration of AR mobile applications in engi-
neering education and industry. AR offers a new dimension of interactive learning
and practical implementation, enabling users to overlay virtual objects onto the phys-
ical environment. We discuss various use cases and potential applications of AR in
engineering.
Lastly, Chap. 5 provides a range of exercises to reinforce the concepts and tech-
niques discussed throughout the book. These exercises offer hands-on opportuni-
ties for readers to apply their knowledge and develop practical skills in AR and
visualization technologies.
This book will serve as a valuable resource for engineering students, educators,
and industry professionals seeking to harness the power of augmented reality and
visualization technologies in their learning, design, and problem-solving endeavors.
The book can provide students with a comprehensive understanding of augmented
reality technology and its applications in engineering. It can serve as a guide to help
Preface vii

them grasp complex engineering concepts more effectively through visualizations.

The book can help students develop the necessary skills to design engineering solu-
tions by providing practical examples, case studies, and step-by-step instructions.
It can empower them to apply their theoretical knowledge to real-world scenarios
and enhance their problem-solving abilities. The book can give students a solid
foundation in augmented reality technology and its applications, making them more
attractive to potential employers.
The book can serve as a resource for industry professionals seeking to expand their
knowledge and stay updated on the latest advancements in AR within the engineering
domain. It can provide insights into industry best practices, case studies, and prac-
tical implementation strategies. The book can inspire professionals to explore and
adopt AR solutions in their workflows, leading to increased innovation, improved
efficiency, and enhanced productivity. The book can guide industry professionals
in integrating augmented reality technologies with existing engineering systems
and processes. This knowledge can help them leverage the benefits of AR without
disrupting established workflows, ensuring a smooth transition and implementation.

Sumy, Ukraine Vitalii Ivanov

Sumy, Ukraine Ivan Pavlenko
Sumy, Ukraine Artem Evtuhov
Poznań, Poland Justyna Trojanowska
July 2023

Acknowledgment This book was prepared within the project “Strengthening the scientific coop-
eration of the Poznan University of Technology and Sumy State University in the field of mechan-
ical engineering” (agreement no. BPI/UE/2022/8-00) funded by the Polish National Agency
for Academic Exchange. This research was also supported by the International Association for
Technological Development and Innovations.
Contents

1 Major Challenges in Engineering Education . . . . . . . . . . . . . . . . . . . . . . . 1

1.1 Definition of Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 The Role of Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Labor Market Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.4 New Technologies in Engineering Education . . . . . . . . . . . . . . . . . . . 6
1.5 Further Development of Engineering Education . . . . . . . . . . . . . . . . . 9
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2 Product Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.1 The Role of Product Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.2 Understanding Market Demands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.3 User-Centered Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.4 Innovation and Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2.5 Design for Manufacturing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.6 Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3 Visualization of Engineering Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3.1 Role of Visualization of Engineering Products . . . . . . . . . . . . . . . . . . 21
3.2 Traditional Methods of Visualization of Engineering Products . . . . 21
3.3 Simulations in the Visualization of Engineering Products . . . . . . . . . 22
3.4 Augmented Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.5 Virtual Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.6 Mixed Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.7 Benefits of Visualization Technologies in Engineering . . . . . . . . . . . 25
3.8 The Future of Visualization Technologies in Engineering . . . . . . . . . 26
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4 Software Description of the AR Mobile Application . . . . . . . . . . . . . . . . . 29
4.1 A Need for Augmented Reality Mobile Application . . . . . . . . . . . . . 29
4.2 Actions Before Using the Application . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.3 Functional Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

ix
x Contents

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
5.1 General Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
5.2 Exercise 1—Roller Shock Absorber . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
5.3 Exercise 2—Hydraulic Crane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
5.4 Exercise 3—Puller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
5.5 Exercise 4—Carriage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
5.6 Exercise 5—Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
5.7 Exercise 6—Traveling Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
5.8 Exercise 7—Gear Pump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
5.9 Exercise 8—Gear Pump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5.10 Exercise 9—Clip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5.11 Exercise 10—Spool Pneumatic Apparatus . . . . . . . . . . . . . . . . . . . . . 58
5.12 Exercise 11—Valve Pneumatic Apparatus . . . . . . . . . . . . . . . . . . . . . . 61
5.13 Exercise 12—Pneumatic Reducing Valve . . . . . . . . . . . . . . . . . . . . . . 63
5.14 Exercise 13—Pneumatic Cylinder . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
5.15 Exercise 14—Sliding V-Block . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
5.16 Exercise 15—Milling Fixture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
5.17 Exercise 16—Locking Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
5.18 Exercise 17—Roller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
5.19 Exercise 18—Tension Roller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
5.20 Exercise 19—Supporting Roller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5.21 Exercise 20—Adjustable Roller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
About the Authors

Prof. Vitalii Ivanov D.Sc., Ph.D., ING.PAED.IGIP, Head of the Department of

Manufacturing Engineering, Machines and Tools, and Director of the Research and
Educational Center for Industrial Engineering at Sumy State University.
He was awarded a Scholarship of the Cabinet of Ministers of Ukraine for Young
Scientists (2011 and 2014), a Fellowship for a Research Internship from the Ministry
of Education and Science, Youth and Sports of Ukraine (2011 and 2012), the National
Scholarship of the Slovak Republic (2015, 2017, and 2022), JICA Knowledge Co-
Creation Fellowship (2016), the Ulam NAWA Programme (2022), and State Prize of
the Supreme Council of Ukraine for Young Scientists (2022).
Professor Ivanov carried out research, completed internships, and gave lectures
in Germany, the USA, the Slovak Republic, Poland, Great Britain, Italy, Japan, the
Czech Republic, Romania, China, etc.
Professor Ivanov participated in research projects funded by the Ministry of
Education and Science of Ukraine, the State Fund for Fundamental Research,
and Ukrainian manufacturing companies. He has experience coordinating and co-
coordinating research projects funded by TEMPUS, Erasmus+, Czech Development
Agency, DAAD, Gene Haas Foundation & Haas Automation, and Japan International
Cooperation Agency.
Since 2019, he has been a Member of the Advisory Board for Research Evalu-
ation at the University of West Bohemia (Czech Republic). Beginning in 2020, he
is a Member of the Experts’ Team of the Invention Support Fund of the Ministry
of Economic Development and Trade of Ukraine and an Expert of the Ministry
of Education and Science of Ukraine on the State Certification of Scientific Institu-
tions. Starting in 2021, he is an International Member of the Academic Committee of
the Doctoral Program “Innovative Engineering Technologies for Industrial Sustain-
ability—IETIS” at the University of Salerno (Italy). Starting in 2022, he is a Member
of the Expert Council of the Ministry of Education and Science of Ukraine on
certification of scientific personnel in Manufacturing Engineering.

xi
xii About the Authors

Prof. Ivan Pavlenko D.Sc., Ph.D., ING. PAED. IGIP, Professor of the Department
of Computational Mechanics named after Volodymyr Martsynkovskyy. Also, he is
the Head of the Coordinating Council of Sumy State University and Vice Dean
for the Scientific Work of the Faculty of Technical Systems and Energy Efficient
Technologies at Sumy State University (Sumy, Ukraine).
Ivan Pavlenko is a Member of the International Association of Technological
Development and Innovations (Ukraine), the European Alliance for Innovation
(Belgium), the International Society of Engineering Pedagogy (Austria), and the
European Association for the Advancement of Science and Technology (France).
He is an Expert of the National Research Foundation of Ukraine. Also, he is an
Expert of the Ministry of Education of Science of Ukraine in aerospace technology
and transport.
Professor Pavlenko is the author of more than 100 articles indexed by the Scopus
and Web of Science databases, Editor-in-Chief of the “Journal of Engineering
Sciences”, Editorial Board Member of journals “Acta Logistica” and “Frontiers in
Mechanical Engineering”, Steering Committee Member of the international scien-
tific conferences “Design, Simulation, Manufacturing: The Innovation Exchange
(DSMIE)” and “Grabchenko’s International Conference on Advanced Manufac-
turing Processes” (InterPartner)”, and invited reviewer of peer-reviewed scientific
journals published by Elsevier, Springer, and MDPI. In 2022, he was included in
the TOP 2% of the most-cited scientists (Elsevier) in energy, artificial intelligence,
and engineering. Also, he was awarded by the Verkhovna Rada of Ukraine and the
Cabinet of Ministers of Ukraine.
Professor Pavlenko’s main research activities are in mechanical, manufacturing,
and chemical engineering. Ivan Pavlenko has recent developments in parameter iden-
tification of mechanical systems and technological processes, ensuring the vibration
reliability of rotary machines and the application of artificial intelligence systems.

Dr. Artem Evtuhov Ph.D., Vice-Dean for the Educational and Organizational Work
of the Faculty of Technical Systems and Energy Efficient Technologies and Asso-
ciate Professor of the Department of Manufacturing Engineering, Machines and
Tools at Sumy State University (Sumy, Ukraine). He is a member of the Interna-
tional Association for Technological Development and Innovations (Ukraine) and
the International Association of Engineers (Hong Kong). He is the author of more
than 50 scientific papers, patents, and didactic materials. His research activity deals
with the development of manufacturing systems and technological processes.

Dr. Justyna Trojanowska Ph.D. Eng., Doctor of Engineering in the Scientific

Discipline of Mechanical Engineering, Assistant Professor at Poznan University
of Technology (Poznan, Poland), Vice-Dean for Cooperation with Industry at the
Faculty of Mechanical Engineering, Lecture Notes in Mechanical Engineering Series
Editor in Springer Nature Switzerland AG. She runs research on mechanical engi-
neering, production scheduling, production management, lean manufacturing, theory
of constraints, and Six Sigma. She is a Member of the Polish Association for Produc-
tion Management, the Polish Economic Society, the International Association for
About the Authors xiii

Technological Development and Innovations, and the Product Development and

Management Association.
Dr. Trojanowska is the author of numerous publications in the area of mechan-
ical engineering and production engineering (Scopus Author ID: 55780752800,
Web of Science ResearcherID: K-3787-2014), participant in numerous international
conferences, reviewer of scientific articles published in ISI Master Journals, and
member of the scientific committees of international conferences. She is coop-
erating with foreign research centers taking part in projects and scientific works
conducted for production companies and aimed at improving production processes.
She has also been responsible for the work package 5 “Training, Research & Develop-
ment for Industry-oriented problems”, aimed at reinforcing the University-Business
cooperation, and organized by EUNICE “European University for Customised
Education”.
Chapter 1
Major Challenges in Engineering
Education

1.1 Definition of Engineering Education

Engineering is a broad discipline that applies scientific and mathematical principles to

design, develop, build, and maintain structures, machines, systems, and processes. It
involves the application of technical knowledge and skills to solve complex problems
and create innovative solutions for various fields and industries.
Engineers use their expertise to bridge the gap between scientific theories and
practical applications. They apply scientific principles, such as physics and math-
ematics, along with their understanding of materials, mechanics, and systems to
design, analyze, and improve technological systems.
Engineering encompasses various specialties or fields, including civil engineering,
mechanical engineering, electrical engineering, chemical engineering, aerospace
engineering, computer engineering, and many more (Fig. 1.1). Each field focuses
on specific areas and applications. Still, they all share a common goal of designing
and creating solutions that meet specific needs or objectives.
Engineers are involved in all project stages, from research and planning to design,
construction, testing, production, and maintenance. They work collaboratively with
professionals from other disciplines and industries to ensure their designs are safe,
efficient, and cost-effective.
The impact of engineering can be seen in numerous aspects of everyday life,
from the construction of buildings and infrastructure to developing transportation
systems, communication networks, medical devices, renewable energy technologies,
and much more. Engineers play a crucial role in driving technological advancements
and shaping our world.
Engineering education refers to the process of acquiring knowledge, skills, and
competencies in the various fields of engineering. It involves formal study and
training that prepares individuals to become professional engineers. Engineering
education typically occurs at universities, colleges, or technical institutions and
follows a structured curriculum.

© The Author(s) 2024 1

V. Ivanov et al., Augmented Reality for Engineering Graphics, Springer Tracts
in Mechanical Engineering, https://doi.org/10.1007/978-3-031-44641-2_1
2 1 Major Challenges in Engineering Education

•deals with the design, construction, and testing

Aerospace Engineering
of aircraft and spacecraft.

•deals with the application of chemistry, physics,

and mathematics to solve problems related to
Chemical Engineering
the production of chemicals, fuel, drugs, and
other products.

•involves the design, construction, and

Civil Engineering maintenance of infrastructure such as roads,
bridges, buildings, and water supply systems.

•focuses on the design and development of

Computer Engineering:
computer hardware, software, and networks.

•deals with the study and application of

Electrical Engineering:
electricity, electronics, and electromagnetism.

•involves the application of engineering

Environmental Engineering: principles to improve the natural environment,
including air, water, and land.

•focuses on improving the efficiency and

Industrial Engineering productivity of industrial processes, such as
manufacturing and logistics.

•deals with the study and development of

Materials Engineering materials, including metals, ceramics, polymers,
and composites.

•involves the design, development, production,

Mechanical Engineering and maintenance of mechanical systems, such
as engines, machinery, and vehicles.

•deals with the exploration, production, and

Petroleum Engineering
distribution of oil and gas resources.

•focuses on the design and integration of

complex systems, such as transportation
Systems Engineering
systems, communication networks, and
aerospace systems.

Fig. 1.1 Engineering fields (in alphabetical order)

1.2 The Role of Engineering Education 3

The main objective of engineering education is to provide students with a solid

foundation in mathematics, science, and engineering principles. Students learn
theoretical concepts and practical applications through lectures, laboratory work,
and hands-on projects. The curriculum typically includes courses in mathematics,
physics, chemistry, computer science, and specialized engineering disciplines based
on the student’s chosen field.
Engineering education also emphasizes problem-solving skills, critical thinking,
and design principles. Students are encouraged to apply their knowledge to solve
complex engineering problems and develop innovative solutions. They may also
learn about project management, teamwork, communication skills, and ethical
considerations in engineering practice.
In addition to classroom learning, engineering education often includes intern-
ships, co-op programs, or industry collaborations, allowing students to gain practical
experience and apply their skills in real-world settings. These opportunities enhance
students’ understanding of engineering practice and provide valuable exposure to
professional work environments.
Ultimately, engineering education aims to produce competent and well-rounded
engineers capable of designing, analyzing, and implementing solutions to address
societal needs and challenges in various engineering fields.

1.2 The Role of Engineering Education

Engineering education plays a vital role in shaping the modern world by providing
individuals with the knowledge and skills needed to solve complex problems, develop
innovative technologies, and improve the quality of life of people worldwide. A well-
trained engineering workforce can improve innovation and technology development,
thus increasing competitiveness in the global market [1]. In addition, engineering
education is critical for developing new products, processes, and services necessary
for sustainable economic growth [2].
Engineering education faces several challenges (Fig. 1.2) that must be addressed to
prepare graduates for the future. The engineering education system must keep up with
the latest technological advancements, promote industry-academia collaboration,
provide quality education, promote diversity and inclusion, and provide opportunities
for lifelong learning to produce skilled and competent engineers who can meet the
demands of the industry.
The engineering curriculum should be updated regularly to reflect the latest tech-
nological advancements. The engineering education system must ensure that grad-
uates possess the skills and knowledge to face the challenges of the ever-evolving
technological landscape [3]. It requires the development of new courses, the inte-
gration of emerging technologies into the curriculum, and the identification of new
areas of research.
The lack of collaboration between industry and academia is a significant chal-
lenge in engineering education. The industry needs skilled professionals to remain
4 1 Major Challenges in Engineering Education

Limited industry-
Evolving curriculum academia Quality of educaƟon
collaboraƟon

Lack of diversity Lifelong learning

Fig. 1.2 Challenges for engineering education

competitive, and academia needs to stay up-to-date with the latest industry trends
and technologies. Collaboration between these two sectors can help bridge the gap
and provide students with practical knowledge and hands-on experience [4].
Quality education is critical to the success of engineering students [5]. However,
many institutions struggle to provide students with quality education due to factors
such as lack of funding, inadequate infrastructure, and lack of qualified faculty. These
factors can have a detrimental effect on the quality of education provided to students.
As a result, graduates may not possess the necessary skills to excel in the industry.
The engineering field lacks diversity [5], with a low representation of women
and underrepresented minorities. This lack of diversity limits the perspectives and
ideas that students can bring to the table, hindering the development of innovative
solutions to engineering problems. The engineering education system must take steps
to address this challenge by promoting diversity and inclusion and providing equal
opportunities for all students.
The engineering field constantly evolves, and engineers must continually improve
their skills and knowledge to remain competitive. The engineering education system
must incorporate lifelong learning opportunities [6] into the curriculum to ensure
that graduates are prepared to meet the demands of the ever-changing technological
landscape.

1.3 Labor Market Requirements

In today’s rapidly changing technological landscape, engineering graduates face

increasing demands from the labor market. Industry requires skilled professionals
with the necessary knowledge and skills to face the challenges of the modern
world. To meet the demands of the labor market, engineering graduates need to
possess several essential skills. These skills include but are not limited to technical
knowledge; problem-solving skills; communication skills; collaboration skills.
1.3 Labor Market Requirements 5

Engineering graduates must have a strong foundation in technical knowledge

related to their field of study. It includes knowledge of the latest technologies and
tools used in the industry.
Engineering graduates must possess excellent problem-solving skills to tackle the
challenges faced by the industry. They must be able to identify problems, analyze
data, and develop innovative solutions to complex problems.
Communication skills are critical for engineering graduates, as they need to be
able to communicate effectively with team members, clients, and stakeholders. They
must be able to present their ideas and findings clearly and concisely.
Engineering graduates must be able to work effectively in teams, collaborate with
colleagues, and build strong working relationships.
Regarding technical skills in mechanical engineering, which play a vital role in
various industries, some key areas of labor market demands are described below
(Fig. 1.3).
The advent of advanced manufacturing techniques, such as additive manufac-
turing, computer numerical control (CNC) machining, and robotic automation,
has significantly influenced the labor market demands for mechanical engineers.
There is a growing need for engineers who can design and optimize manufac-
turing processes, work with robotic systems, and integrate automation solutions for
increased productivity and efficiency.
The global focus on sustainability and environmental conservation has led to an
increased demand for mechanical engineers who can develop and implement sustain-
able solutions. It includes designing energy-efficient systems, developing renewable
energy technologies, optimizing resource utilization, and ensuring environmental
compliance in manufacturing processes.

Advanced
Product Design Sustainable
Manufacturing Thermal and Robotics and
and and Green
and Fluid Systems Mechatronics
Development Technologies
Automation

Fig. 1.3 Key areas of labor market demands

6 1 Major Challenges in Engineering Education

Mechanical engineers with expertise in thermal and fluid systems are highly
sought after in industries such as HVAC (heating, ventilation, and air conditioning),
automotive, aerospace, and energy.
Integrating robotics and mechatronics into various industries, including manufac-
turing, healthcare, and transportation, has created a demand for mechanical engineers
with expertise in these areas. The labor market highly values the ability to design
and control robotic systems, develop intelligent machines, and integrate mechanical
and electronic components.
Mechanical engineers play a crucial role in product design and development. There
is a demand for graduates who can conceptualize, design, and prototype innovative
products, conduct feasibility studies, and apply engineering principles to ensure the
final product’s functionality, reliability, and manufacturability.
In conclusion, the labor market demands for engineering graduates are constantly
evolving, and engineering education institutions need to prepare students to meet
these demands by providing them with the necessary knowledge and skills. It requires
a collaborative effort between the industry and academia to bridge the gap and ensure
that engineering graduates possess the skills required to succeed in the workforce.

1.4 New Technologies in Engineering Education

Engineering education has long relied on traditional teaching methods such as

lectures, textbooks, and hands-on projects. Many generations of engineers have
clearly proven that these methods are effective. However, with the advent of new
technologies such as augmented reality (AR) [7], mixed reality (MR) [8], and virtual
reality (VR) [9], there is an opportunity to change the way engineering education
is conducted and improve its effectiveness by increasing student engagement and
presenting complex issues more clearly.
The AR and VR market is expected to experience significant growth in the coming
years. With technological advancements and increasing adoption across various
industries, the market is projected to expand steadily. According to forecasts, the
AR and VR market is estimated to continue its upward trajectory, with a compound
annual growth rate (CAGR) of 48.8% from 2020 to 2025, with estimated revenue
reaching 161.1 billion by 2025 [10].
These technologies belong to the reality-virtuality continuum [11] and are increas-
ingly used for entertainment and as a tool that supports education. The reality-
virtuality continuum is a concept that represents the spectrum of experiences
ranging from the physical reality we perceive to the virtual reality that is entirely
computer-generated.
At one end of the continuum is a physical reality, which refers to the real-world
environment we perceive through our senses. It includes the tangible objects, people,
and events that exist in the physical world. In this state, our experiences are entirely
grounded in the real world, and our senses provide us with direct and unmediated
information.
1.4 New Technologies in Engineering Education 7

Moving along the continuum, we encounter augmented reality (AR), which blends
virtual elements with the physical environment. AR technology has significantly
impacted engineering education, improving students’ understanding of engineering
concepts and enhancing their problem-solving skills. Engineering education insti-
tutions embrace AR technology to improve teaching methodologies and prepare
students for the labor market. AR overlays computer-generated sensory inputs, such
as visuals, sounds, or haptic feedback, onto our real-world perception. This tech-
nology enhances our perception and understanding of the physical environment by
providing additional information or digital content that augments our senses. Exam-
ples of AR applications include smartphone apps that overlay virtual information on
real-time camera views.
Further, along the continuum, we reach mixed reality (MR), also known as hybrid
reality. MR merges virtual objects with the physical environment to allow users to
interact with both. Unlike AR, which overlays virtual content onto the physical world,
MR seamlessly integrates virtual and real-world elements, creating an environment
where physical and digital objects coexist and interact in real time. This technology
enables users to perceive and manipulate virtual objects as part of the physical world,
leading to immersive and interactive experiences.
Finally, at the far end of the continuum is virtual reality (VR), which completely
replaces the physical world with a computer-generated virtual environment. VR
technology uses head-mounted displays (HMDs) and other sensory devices to create
an immersive and interactive digital world that users can explore and experience by
users. In VR, users are fully immersed in a computer-generated environment, and
their physical surroundings are blocked out, leading to a higher sense of presence
and immersion.
The reality-virtuality continuum provides a framework for understanding the
different levels of immersion and interaction between the real and virtual worlds.
It illustrates how technology can augment or modify our perception of reality, from
enhancing our real-world experiences with virtual content (AR) to fully immersing us
in virtual environments (VR). This continuum has significant implications for various
fields, including entertainment, education, training, simulation, and communication,
as it offers a range of possibilities to create diverse and engaging experiences.
One of the key benefits of using AR, MR, and VR in engineering education is that
they allow students to visualize and interact with complex concepts more tangibly.
For example, using AR technology, students can view and manipulate 3D models of
complex engineering structures and systems, which can help them better understand
how they work. MR technology can enable students to visualize the integration
of virtual and physical components in real time, providing a more comprehensive
understanding of complex engineering concepts.
Another benefit of using AR, MR, and VR in engineering education is that they
can provide a more immersive and interactive learning experience. It can increase
student engagement and motivation, improving learning outcomes [12]. For example,
VR technology can simulate real-world scenarios, allowing students to practice and
apply their engineering skills in a safe and controlled environment [13]. Further-
more, AR, MR, and VR technologies can promote collaboration and interdisciplinary
8 1 Major Challenges in Engineering Education

learning [14]. Students can engage in virtual teamwork and co-create solutions
to engineering challenges, regardless of their physical location. These technolo-
gies also facilitate access to global expertise and resources, allowing students to
learn from industry experts and interact with virtual simulations of real-world
engineering projects. Collaborative learning experiences enhance problem-solving
and communication skills, expose students to diverse perspectives, and promote
innovation.
However, implementing AR, MR, and VR in engineering education also presents
challenges [15]. One challenge is the cost of developing and implementing immersive
content. Creating high-quality immersive content requires specialized equipment and
expertise, which can be expensive. However, in recent years, the cost of AR/VR/MR
devices has dropped significantly and is no longer such an obstacle as it used to
be [16]. Another challenge is the need for specialized training for instructors and
students to use these technologies effectively.
Despite these challenges, there is growing evidence of the effectiveness of AR,
MR, and VR in engineering education. Studies have shown that AR technology
improves student engagement, motivation, and learning outcomes [17], indicating
the potential of AR technology to improve engineering education. Similarly, studies
found that using VR technology improved engineering students’ learning outcomes
and participation in the classroom [18].
Regarding MR technology, the study found that with the support of MR tech-
nology, students’ abilities in geometric analysis and creativity were significantly
improved, especially in their model visualization ability [19].
Immersive technologies such as AR, MR, and VR have the potential to revo-
lutionize engineering education, making it more effective in various ways. These
cutting-edge technologies give students a tangible understanding of complex engi-
neering concepts, increase their engagement and motivation, and offer invaluable
hands-on experience. Despite potential challenges in implementation, the over-
whelming evidence suggests that immersive technologies present effective solutions
to the primary obstacles faced by engineering education institutions.
By incorporating immersive technologies into their curricula, engineering educa-
tion institutions can improve traditional teaching methods and offer hands-on expe-
riential learning opportunities. Moreover, these technologies significantly enhance
student engagement and motivation. The findings clearly indicate the need for engi-
neering education institutions to consider embracing AR, MR, and VR seriously.
By doing so, these institutions can unlock new dimensions of learning, empower
students with practical knowledge, foster creativity and innovation, and ultimately
better equip graduates for the dynamic and evolving landscape of the engineering
field.
In summary, immersive technologies hold great potential for revolutionizing engi-
neering education. They offer a more tangible understanding of complex concepts,
enhance student engagement and motivation, and provide valuable hands-on experi-
ence. By embracing these technologies, engineering education institutions can create
a transformative learning environment that prepares students to excel in the chal-
lenges and opportunities of the modern engineering industry. Therefore, engineering
1.5 Further Development of Engineering Education 9

education institutions must adopt immersive technologies as a means to improve

teaching quality and better equip students for the changing demands of the labor
market.

1.5 Further Development of Engineering Education

Engineering education is continuously evolving to meet the changing demands of

society and industry. As engineering becomes more complex and interconnected,
there is a growing emphasis on interdisciplinary education. Integrating knowledge
and skills from multiple engineering disciplines and incorporating principles from
other fields like computer science, biology, and social sciences can better prepare
engineers to address real-world problems that require a multidisciplinary approach.
Project-based learning approaches are gaining popularity in engineering educa-
tion. These approaches involve students working on hands-on, open-ended projects
that simulate real-world engineering challenges. This approach fosters critical
thinking, problem-solving skills, teamwork, and communication abilities, as students
apply their knowledge to solve complex problems.
Experiential learning methods, such as internships, co-op programs, and industry
collaborations, provide students with practical, real-world experience. These oppor-
tunities expose students to the challenges and intricacies of engineering practice,
allowing them to apply their knowledge in professional settings and develop a deeper
understanding of industry expectations.
In addition to technical knowledge, engineering education places greater impor-
tance on developing soft skills. Effective communication, teamwork, leadership,
ethical considerations, and cultural competence are crucial for engineers collab-
orating with diverse teams, managing projects, and engaging with stakeholders.
Integrating these skills into the engineering curriculum helps produce well-rounded
professionals.
Engineering education must keep pace with emerging technologies. Integrating
topics like artificial intelligence, virtual and augmented reality, robotics, data science,
and sustainable design into the curriculum helps students understand and leverage
these technologies in their future engineering careers.
Efforts to increase diversity and inclusion in engineering education are crucial.
Encouraging participation from underrepresented groups, promoting equal oppor-
tunities, and creating inclusive learning environments can help address the existing
gender and diversity gaps in engineering and foster a more diverse and inclusive
engineering workforce.
By embracing these developments and adapting to the changing needs of society,
engineering education can produce highly skilled, adaptable, and socially conscious
engineers who are equipped to tackle the complex challenges of the future.
10 1 Major Challenges in Engineering Education

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Chapter 2
Product Design

2.1 The Role of Product Design

Product design refers to creating and developing new products or improving existing
ones to meet specific objectives and user needs. Product design addresses various
aspects such as aesthetics, functionality, usability, ergonomics, materials, manufac-
turing processes, cost-effectiveness, and sustainability. Design engineers work on
translating ideas and concepts into tangible products by considering factors like
market research, user feedback, technical feasibility, and business objectives.
Product design typically involves a series of stages, including ideation, concep-
tualization, prototyping, testing, and final production. It requires a multidisciplinary
approach involving collaboration among designers, engineers, marketers, and other
stakeholders, to ensure that the resulting product aligns with the intended goals and
satisfies user requirements.
An effective product design process strives to create products that are visually
appealing, intuitive to use, reliable, and capable of fulfilling the desired functions.
It combines creativity, problem-solving skills, and a deep understanding of user
behaviors and preferences to deliver innovative solutions that enhance the overall
user experience and create a competitive advantage in the market.
Product design involves integrating knowledge from multiple disciplines, such as
engineering, design, and marketing [1]. In the rapidly evolving landscape of tech-
nology and consumer preferences, the importance of product design cannot be over-
stated. It bridges engineering education and market demands, combining engineering
principles with user-centered design [2] to create innovative and appealing products.
The entire process, from identifying user needs to prototyping, testing, and manufac-
turing, is included. A well-designed product not only fulfills functional requirements
but also but should also satisfy consumers’ psychological needs [3]. Product design
plays a multifaceted and indispensable role in meeting market demands and driving
the success of businesses (Fig. 2.1).

© The Author(s) 2024 13

V. Ivanov et al., Augmented Reality for Engineering Graphics, Springer Tracts
in Mechanical Engineering, https://doi.org/10.1007/978-3-031-44641-2_2
14 2 Product Design

Differentiation and Market Research

Enhanced User
Competitive Brand loyalty and Consumer
Experience
Advantage Insights

Sustainability and
Cost Optimization Innovation and
Environmental
and Efficiency Future-Proofing
Considerations

Fig. 2.1 Market demands

In a crowded market, product design is a powerful tool for differentiation. An

innovative and well-designed product can capture consumers’ attention, generate
brand recognition, and establish a competitive advantage in the market [4].
Product design strongly emphasizes understanding user needs and preferences
[3]. An intuitive interface, ergonomic design, and seamless interaction contribute to
increased customer satisfaction, repeat purchases, and positive recommendations.
Successful product design aims to create an emotional connection between the user
and the product. This emotional connection fosters brand loyalty [5], encouraging
consistently choosing a particular brand over its competitors.
Product design is deeply intertwined with market research and consumer insight.
Designers conduct thorough research to understand market trends, consumer behav-
iors, and emerging needs. This research-driven approach minimizes the risk of
developing products that do not resonate with the target audience [6].
Efficient product design considers manufacturing processes, materials, and
production costs. By considering those factors, engineers and designers can optimize
the production process, reduce costs, and improve efficiency [7].
Product design plays a pivotal role in addressing environmental concerns and
sustainability challenges. Designers increasingly incorporate eco-friendly mate-
rials, energy-efficient technologies, and recyclable components into their prod-
ucts. By considering the entire lifecycle of a product, from sourcing materials to
disposal, designers can minimize the environmental impact and promote sustainable
consumption practices [8].
Product design is a driving force behind innovation. It encourages engineers
and designers to think creatively, push boundaries, and develop cutting-edge solu-
tions by embracing emerging technologies, exploring novel design approaches, and
anticipating future trends [9].
2.3 User-Centered Design 15

2.2 Understanding Market Demands

Ever-changing consumer preferences, technological advancements, and societal

trends drive market demands. Market demands encompass consumers’ and stake-
holders’ needs, desires, preferences, and expectations within a specific industry or
target market. The key points to understanding market demands are the following:
identifying customer needs; analyzing competitor offerings; adapting to technolog-
ical advancements; incorporating feedback and iteration; consumer-centric design
thinking.
Effective product design starts with deeply understanding customer needs [10].
Companies can gain insight into their target customers’ pain points, challenges, and
aspirations by conducting market research, surveys, focus groups, and interviews.
This knowledge helps to develop products that directly address those needs, providing
valuable solutions and increasing the likelihood of customer adoption.
Understanding market demands requires a comprehensive analysis of competitor
offerings. By studying the strengths and weaknesses of existing products on the
market, businesses can identify gaps or areas for improvement [11]. This anal-
ysis informs product design decisions, allowing companies to create products that
differentiate themselves and offer unique value propositions to customers.
Advancements in technology often lead to new opportunities and disrupt existing
markets. By understanding the impact of emerging technologies, businesses can
adapt their product designs to leverage these advancements. This adaptability ensures
that the products remain competitive, innovative, and aligned with the customers’
evolving needs.
Understanding market demands is an ongoing process that involves actively
seeking and incorporating customer feedback [12]. It allows businesses to refine
their product designs based on real-world insights, improve customer satisfaction,
and address shortcomings.
Market demands are best understood through the lens of consumer-centric design
thinking. This approach places the end user at the center of the design process,
focussing on empathy, ideation, prototyping, and testing [13]. By adopting design
thinking methodologies, companies can gain a deep understanding of user needs,
pain points, and aspirations, enabling them to create products that truly resonate
with customers.

2.3 User-Centered Design

One of the fundamental principles of product design is user-centeredness. By placing

the end user at the core of the design process, engineers and designers gain valuable
insights into their needs, desires, and pain points. This user-centric approach ensures
that the final product meets or exceeds user expectations, increasing customer satis-
faction and brand loyalty. User-centered design (UCD) is a fundamental approach
16 2 Product Design

in product design that prioritizes the needs, goals, and experiences of the end-users
[2]. It emphasizes the importance of understanding users’ behaviors, preferences,
and expectations throughout the design process.
User-centered design recognizes that user needs and preferences evolve over
time. Therefore, it promotes a culture of continuous improvement and adaptation.
Designers actively seek user feedback, monitor usage patterns, and leverage analytics
to gain insights into user behaviors and changing needs. This information helps make
iterative improvements, add new features, or adapt the product to better serve users
as their requirements change.

2.4 Innovation and Creativity

Product design encourages innovation and creativity by challenging engineers to

think beyond conventional solutions. It fosters a culture of experimentation and iter-
ation, where engineers can explore new materials, technologies, and design concepts.
By encouraging interdisciplinary collaboration, engineering education should equip
students with the following skills (Fig. 2.2) to generate new breakthrough ideas [14].
Innovation and creativity are essential for effective problem-solving. Product
designers are constantly faced with challenges that range from improving existing
products to developing entirely new solutions. By applying innovative thinking and
creative approaches, designers can generate breakthrough ideas and novel solutions
to address these challenges. Problem-solving is the core of engineering practice [15].
Innovation and creativity are integral components of design thinking methodolo-
gies. By encouraging diverse perspectives, collaborative brainstorming, and experi-
mentation, design thinking fosters a culture of innovation and creativity. It empowers
designers to challenge assumptions, explore unconventional ideas, and iterate on
designs based on user feedback, leading to more refined and impactful solutions.

Fig. 2.2 Essential

components for innovation
and creativity

Problem- solving

Design
Integration of
thanking and
emerging
iterative
technologies
processes
2.6 Sustainability 17

Innovation and creativity drive the integration of emerging technologies into

product design. As new technologies emerge, such as artificial intelligence, virtual
reality [16], or the Internet of Things (IoT) [17], designers can take advantage of
these advances to create innovative, cutting-edge products. By envisioning novel
applications and combinations of technologies, designers can pioneer new product
categories or disrupt existing markets. Engineering students must learn about those
technologies during their education.

2.5 Design for Manufacturing

Design for Manufacturing (DFM) is a critical aspect of product design that focuses
on optimizing the design of a product to ensure efficient and cost-effective manufac-
turing processes [18, 19]. DFM aims to streamline production, reduce manufacturing
costs, improve product quality, and minimize time-to-market. It is crucial that in the
course of engineering education, students become familiar with this method because
it:
• simplifies manufacturing processes by considering the capabilities and limitations
of manufacturing technologies early in the design phase;
• optimizes production and minimizes material waste based on material selection
and standardization;
• focuses on designing products for easy assembly, reducing complexity, and
lowering assembly costs;
• minimizes manufacturing defects and improves product quality based on the
tolerance analysis and optimization of the design;
• designs products with cost-effective manufacturing, considering tooling, labor,
and material costs;
• designing for testability and quality improves product reliability and customer
satisfaction;
• promotes collaboration between designers and manufacturers to optimize manu-
facturing efficiency and smoothly transition from design to production.

2.6 Sustainability

Sustainability is a key factor driving market demands in today’s environmentally

conscious society. Product design is essential in creating sustainable solutions,
considering such factors as material selection, energy efficiency, recyclability, and
end-of-life disposal. By integrating sustainable design principles, engineers can
develop products that meet the values and expectations of environmentally conscious
consumers. The importance of sustainability in product design is highlighted by the
following issues: reduction of environmental impact; life cycle assessment; circular
economy principles; renewable energy; supply chain consideration.
18 2 Product Design

Addressing sustainability involves minimizing the environmental impact of prod-

ucts throughout their lifecycle. Designers can use various strategies, such as using
environmentally friendly materials, reducing energy consumption, optimizing pack-
aging to minimize waste, and considering the end-of-life disposal of the product
[20].
Sustainable product design involves performing a life cycle assessment (LCA)
[21] to assess the environmental impact of a product from the extraction of raw
materials to disposal. By considering the entire life cycle, including production,
transportation, use, and end-of-life, designers can identify areas for improvement
and make informed decisions to reduce the overall environmental footprint. LCA
enables designers to prioritize sustainable choices and optimize resource utilization.
Designing for sustainability embraces the principles of the circular economy,
which aims to minimize waste and maximize resource efficiency. By incorpo-
rating product durability, reparability, and recyclability concepts, designers can
extend the product’s lifespan and reduce the need for resource-intensive manufac-
turing. Designing products that can be easily disassembled and recycled promotes
the recovery of valuable materials, reducing waste and minimizing environmental
degradation [22].
Sustainable product design involves considering the integration of renewable
energy sources. Designers can explore opportunities to incorporate solar panels,
energy harvesting mechanisms, or energy-efficient technologies into the product
design. By utilizing renewable energy, products can reduce reliance on traditional
energy sources and lower carbon emissions [23].
Sustainable product design involves evaluating and optimizing the entire supply
chain. Designers collaborate with suppliers to ensure responsible materials sourcing,
ethical labor practices, and adherence to environmental regulations. By partnering
with suppliers committed to sustainability, designers can reduce the ecological and
social impact of the product throughout its supply chain [24].
Product design is a powerful tool that connects engineering education with market
demands. It blends technical expertise with creativity, user-centeredness, and sustain-
ability to create products that meet the needs of today’s consumers. By embracing
product design principles, engineering education equips students with the skills and
mindset necessary to tackle real-world challenges, drive innovation, and shape a
future where technology and human needs are seamlessly integrated.

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20 2 Product Design

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Chapter 3
Visualization of Engineering Products

3.1 Role of Visualization of Engineering Products

Visualization of engineering products plays a crucial role in the design and develop-
ment process. It allows engineers and designers to effectively communicate ideas,
evaluate designs, identify potential issues, and make informed decisions before the
physical production phase begins.
In recent years, technological advancements have brought about new and exciting
ways to visualize engineering products through augmented reality (AR), virtual
reality (VR), and mixed reality (MR) applications. As mentioned in previous chap-
ters, it is crucial that in the course of engineering education, future engineers become
familiar with these technologies and the possibility of their integration into profes-
sional work. However, in engineering education, the student should also become
familiar with more traditional visualization methods, which are still an essential part
of the product design and production process. This chapter will describe different
visualization methods, starting from traditional methods through simulation methods
to AR/VR/MR.

3.2 Traditional Methods of Visualization of Engineering

Products

Despite the advancements in virtual reality, augmented reality, and simulation

tools, sketching, 2D drawings, and CAD remain prevalent and vital in engineering
product development. They provide the groundwork for effective communication,
collaboration, and documentation throughout the product lifecycle.
Sketching is a fundamental visualization technique engineers and designers use
to convey their ideas on paper or digital tools quickly. It allows for rapid exploration
of concepts, roughing out designs, and visualizing basic shapes and forms.

© The Author(s) 2024 21

V. Ivanov et al., Augmented Reality for Engineering Graphics, Springer Tracts
in Mechanical Engineering, https://doi.org/10.1007/978-3-031-44641-2_3
22 3 Visualization of Engineering Products

Detailed 2D drawings provide precise geometric information about the product.

These drawings typically include orthographic projections, isometric views, and
sections that showcase dimensions, tolerances, and annotations. They are commonly
used for manufacturing, assembly, and documentation purposes.
CAD software enables engineers to create digital models of their designs in
three dimensions. CAD models are highly accurate and can be easily manipulated,
modified, and analyzed. They allow for comprehensive product visualization from
different angles, including exploded views, cross-sections, and animations.

3.3 Simulations in the Visualization of Engineering

Products

By employing computational models, engineers and designers can simulate the

performance of engineering products under various operating conditions. Simula-
tion of designed products and complex systems provides additional information to
engineers, enabling adjustments to be made at the design stage. Simulation methods
are a broad topic, which includes, among others, the following ones.
Finite Element Analysis (FEA) is a numerical simulation technique used to
analyze the structural behavior of products under various loading conditions. It visu-
alizes stress, strain, deformation, and other critical factors by representing them
as color-coded maps or contour plots. FEA allows engineers to optimize designs,
identify weak points, and ensure the product’s reliability [1].
Computational Fluid Dynamics (CFD) simulations are employed to analyze fluid
flow and heat transfer in engineering products. Visualization techniques, such as
streamlines, velocity vectors, and temperature contours, help engineers understand
the behavior of fluids within the product, optimize thermal management, and improve
performance [2].
Motion Simulation software enables engineers to analyze the kinematics and
dynamics of moving parts within a product. By visualizing the motion of mechanisms,
engineers can identify interference, collision, or any undesired behavior. Animations
and graphs help assess factors like velocities, accelerations, forces, and torques [3].

3.4 Augmented Reality

AR allows engineers to project virtual models, schematics, and data onto physical
objects, providing real-time visual feedback and aiding in design, assembly, and
maintenance processes. AR solutions can be based on smartphones, tablets [4], or
smart glasses so that users can see real worlds enhanced (augmented) by virtual
content. It allows users to perform activities (interactions) in the real world and to
manage virtual content [5]:
3.5 Virtual Reality 23

• Design Review and Evaluation [6]: AR allows engineers to visualize and assess
product designs in real-world contexts. By superimposing digital 3D models onto
physical objects or environments, engineers can evaluate the product’s form, fit,
and function early.
• Assembly and Maintenance Guidance [7]: AR can provide step-by-step instruc-
tions and guidance during assembly, maintenance, or repair processes. By over-
laying visual cues, animations, and text onto physical objects, AR enables workers
to follow precise instructions and locate components accurately. It reduces errors,
improves efficiency, and enhances training processes by providing real-time visual
aids.
• Contextual Visualization [8]: AR provides a unique advantage by allowing
engineers to visualize products in their intended environments [6] or specific
working conditions. Mechanical engineers can simulate the behavior of a machine
in an industrial setting, considering factors like space constraints or safety
considerations.
• Marketing and Sales Presentations. AR enables immersive and interactive
marketing and sales experiences for engineering products. Companies can use
AR applications to showcase products to potential customers, allowing them to
visualize the product in their environment.
• Visualization of Hidden Components [9]: AR can reveal internal components
or structures not directly visible in physical prototypes. Engineers can inspect
internal features, such as wiring, piping, or complex assemblies, by overlaying
virtual cross-sections or cutaways onto physical objects. This visualization aids in
detecting design flaws, optimizing internal layouts, and facilitating maintenance
or troubleshooting activities.
• Training and Simulation: AR can be used for training operators or simulating
complex scenarios. By overlaying virtual information onto physical training
objects, such as control panels or machinery, AR provides a hands-on learning
experience. Operators can practice their skills, learn procedures, and gain confi-
dence in operating equipment without the risks associated with real-world oper-
ations. AR simulations can mimic realistic conditions, such as emergencies or
abnormal operating conditions, improving operator preparedness and safety.

3.5 Virtual Reality

VR enables users to interact with 3D models of products, exploring their functionality,

ergonomics, and aesthetics. In recent years, engineering applications of VR have been
widely described in the literature. The most frequently mentioned VR applications
in this context are:
• Immersive Design Reviews [10]: VR enables engineers to immerse themselves
in a virtual representation of the product. They can explore and interact with the
digital model at a scale that provides a realistic sense of size and proportion. The
immersive experience enables details examination, and moving around the virtual
24 3 Visualization of Engineering Products

prototype improves the evaluation of design aesthetics, ergonomics, and spatial

relationships.
• Interactive Assembly and Disassembly [11]: VR can assist in assembly and
disassembly processes by providing step-by-step guidance and visual aids. Engi-
neers can visualize and practice assembling complex components using virtual
representations, ensuring proper fit and alignment.
• Training and Simulation [12]: VR offers a safe and controlled environment for
training operators and simulating complex scenarios. Engineers can create virtual
simulations to train operators on equipment operation, maintenance procedures,
or emergencies. Users can practice their skills, interact with virtual equipment,
and gain confidence in a realistic but risk-free environment.
• Ergonomics and Human Factors Analysis [13]: VR is valuable for evaluating
engineering products’ ergonomics and human factors. Engineers can simulate
human interactions with virtual prototypes to assess reachability, visibility, and
accessibility. By virtually placing users in different scenarios, VR can help iden-
tify potential issues and optimize the design for enhanced usability and user
experience.
• Marketing and Sales Presentations [14]: VR provides a compelling medium for
marketing and sales presentations of engineering products. Companies can create
virtual showrooms or experiences that allow potential customers to explore and
interact with virtual prototypes.

3.6 Mixed Reality

MR is particularly useful for tasks that require spatial understanding and manipula-
tion of complex engineering products. MR headsets equipped with spatial mapping
and hand-tracking capabilities can allow engineers to place, manipulate, and simu-
late the behavior of virtual components within a real-world context. Applications of
MR in engineering visualization include:
• Real-Time Data Overlay [15]: MR allows engineers to overlay real-time data
onto digital models, providing valuable insights during design and analysis. For
example, sensors or monitoring systems can capture live data such as tempera-
ture, pressure, or stress, which can then be visualized and superimposed onto the
corresponding areas of the virtual model. This real-time data overlay enhances the
understanding of product performance, facilitates data-driven decision-making,
and supports predictive maintenance and optimization efforts.
• Interactive Design Reviews [15]: MR facilitates collaborative design reviews by
enabling multiple stakeholders to visualize and interact with digital models simul-
taneously. Engineers, clients, and other stakeholders can wear MR headsets and
view the exact virtual representation, allowing for real-time discussions, annota-
tions, and design modifications. This interactive design review process fosters
better communication, consensus building, and accelerated decision-making,
ultimately leading to improved design outcomes.
3.7 Benefits of Visualization Technologies in Engineering 25

• Dynamic Prototyping and Simulation [16]: MR enables engineers to prototype

and simulate the behavior of engineering products in real time. By integrating
virtual models with physical objects, engineers can physically interact with the
virtual components and observe their dynamic responses. This capability is partic-
ularly valuable for evaluating mechanisms, kinematics, and dynamic simulations.
Engineers can assess the movements, forces, and constraints of virtual prototypes,
leading to enhanced understanding, optimization, and refinement of designs.
• Remote Collaboration and Assistance [17]: MR facilitates remote collaboration
among geographically dispersed teams. Engineers can share their MR experi-
ences with colleagues and stakeholders, allowing them to view and interact with
virtual models remotely. This capability enables real-time collaboration, design
reviews, and troubleshooting sessions regardless of physical location. Addition-
ally, MR can provide remote assistance by overlaying virtual instructions or anno-
tations onto physical objects, guiding technicians or operators through complex
procedures.
• Training and Skill Development [18, 19]: MR offers immersive and interactive
engineering product operations and maintenance training environments. Users can
visualize virtual equipment, interact with virtual controls, and practice simulated
procedures in a realistic context. MR enables users to gain hands-on experience,
learn correct techniques, and develop critical skills without physical equipment
or risking safety hazards. This immersive training approach enhances knowledge
retention, improves operational efficiency, and reduces training costs.
• Contextualized Documentation and Maintenance [20]: MR can provide contex-
tualized documentation and maintenance support for engineering products. By
overlaying digital information onto physical objects, technicians can access rele-
vant documentation, step-by-step instructions, or annotations directly within their
field of view. This capability simplifies complex procedures, reduces errors, and
improves maintenance efficiency.

3.7 Benefits of Visualization Technologies in Engineering

Visualizing engineering products through augmented, virtual, and mixed-reality

technologies holds immense potential for transforming how complex systems are
designed, developed, and interacted with. These technologies offer many benefits,
which have been described in previous sections, but to sum up, they are:
• Enhanced Design Iteration: Visualization technologies empower engineers to
iterate and refine designs more efficiently. By providing a realistic representa-
tion of the product, engineers can identify potential issues, explore alternative
design options, and optimize performance before physical prototyping. It reduces
costs, accelerates development cycles, and fosters innovation.
• Improved Collaboration: AR, VR, and MR facilitate collaboration among multi-
disciplinary teams by enabling shared virtual spaces, remote meetings, and real-
time annotations. Engineers, designers, and stakeholders can review designs,
26 3 Visualization of Engineering Products

provide feedback, and make informed decisions together, irrespective of their

physical location. It promotes effective communication, reduces misunderstand-
ings, and streamlines the decision-making process.
• Enhanced Training and Maintenance: Visualization technologies offer immer-
sive training environments for engineers and technicians. Through VR simu-
lations, they can practice assembling, disassembling, and maintaining complex
machinery without risking damage to actual equipment. AR overlays can provide
real-time instructions, diagnostics, and safety information, aiding technicians in
troubleshooting and reducing downtime.
• Customer Engagement and Marketing: Visualizing engineering products using
AR and VR opens new customer engagement and marketing avenues. Potential
customers can experience products virtually, interact with different configurations,
and visualize their integration into real-world settings. It enhances the buying
experience, enables personalized customization, and reduces the need for physical
prototypes.

3.8 The Future of Visualization Technologies

in Engineering

As AR, VR, and MR technologies evolve, their integration into engineering processes
is expected to become more seamless and pervasive. Advancements in hardware,
such as lightweight and high-resolution displays, will enhance the realism and
comfort of these visualization experiences. Additionally, integrating artificial intel-
ligence into these technologies will enable intelligent object recognition, automated
design optimizations, and real-time data analysis, further enhancing the visualization
capabilities in engineering.
In the future, the following advancements and impacts could be anticipated:
• Real-Time Collaboration: The future of visualization technologies in engineering
will involve real-time collaboration on a global scale. Engineers from different
disciplines and geographical locations can collaborate seamlessly in shared virtual
spaces, enhancing productivity and fostering creativity. It will result in faster
decision-making, reduced time to market, and increased innovation.
• Digital Twin Integration [21]: Digital twin technology, which involves creating a
virtual replica of a physical product or system, will be seamlessly integrated with
visualization technologies. Engineers can visualize real-time data from sensors
embedded in physical products, allowing for predictive maintenance, performance
optimization, and real-time simulations. This integration will revolutionize how
engineering products are monitored, maintained, and improved throughout their
lifecycle.
• Enhanced Human–Machine Interaction: With the advancement of visualization
technologies, the interaction between humans and machines will become more
natural and intuitive. Gesture recognition, voice commands, and haptic feedback
References 27

will enable engineers to manipulate and interact with virtual objects more effec-
tively. It will improve the design process and enhance the final products’ usability
and ergonomics.

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Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing,
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate
credit to the original author(s) and the source, provide a link to the Creative Commons license and
indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative
Commons license, unless indicated otherwise in a credit line to the material. If material is not
included in the chapter’s Creative Commons license and your intended use is not permitted by
statutory regulation or exceeds the permitted use, you will need to obtain permission directly from
the copyright holder.
Chapter 4
Software Description of the AR Mobile
Application

4.1 A Need for Augmented Reality Mobile Application

Before using Augmented Reality (AR) and its application in engineering graphics, the
answer to the primary question should be received: “What is the need for augmented
reality in technical drawing?”. The following reasons should be considered to answer
this question precisely.
AR allows users to overlay digital information in the real world, enhancing the
visualization of technical drawings [1]. Using AR-enabled mobile devices, engineers
can overlay 3D models, drawings, or specifications directly onto projected geometric
objects (parts, assembly units, and so on). Such a visual augmentation helps users
understand complex designs, evaluate spatial relationships between elements, and
identify main operating characteristics.
AR allows for contextualizing technical drawings in a real environment [2]. It can
overlay digital drawings onto real space, providing a better understanding of how a
design or structure will fit into the environment. Such contextualization helps make
informed decisions and ensure accurate spatial relationships.
AR can facilitate real-time feedback and collaboration between team members
[3, 4]. Users of AR devices can view and interact with the same augmented content
simultaneously, regardless of location. This capability is helpful for remote groups.
It allows involving physically absent experts.
Augmented reality can accelerate design iteration and prototyping [5]. By over-
laying virtual design elements onto geometrical objects, engineers can quickly visu-
alize and evaluate different design options without physical prototypes. This capa-
bility saves time and resources by enabling rapid experimentation, evaluation, and
improvement of new design projects.
AR significantly benefits technical drawing education and training [6], as well
as in industrial application, particularly in design [7] and maintenance [8]. Using
AR, students and trainees can interact with virtual 3D models, visual guides, and

© The Author(s) 2024 29

V. Ivanov et al., Augmented Reality for Engineering Graphics, Springer Tracts
in Mechanical Engineering, https://doi.org/10.1007/978-3-031-44641-2_4
30 4 Software Description of the AR Mobile Application

step-by-step instructions overlaid on real-world objects. As a result, such an immer-

sive education process improves understanding, retention, and skills development,
making learning technical drawing more engaging and highly effective.
Using AR in engineering graphics improves visualization, contextualization,
collaboration, design iteration, and learning. It provides valuable tools and oppor-
tunities for professional growth within Smart Manufacturing and the Industry 4.0
strategy implementation.

4.2 Actions Before Using the Application

Downloading and Installing. For a clearer understanding of the drawings from

the textbook, a mobile application “AR for Engineering Graphics” was developed
(Fig. 4.1). It supports smartphones and tablets with an Android-based operating
system from Google and an iOS-based operating system from Apple.
The mobile application can be downloaded for OS Android from Google Play via
the link https://play.google.com/store/apps/details?id=com.iatdi.textbook_ar and for
iOS—from the App Store via the link https://apps.apple.com/gb/app/ar-for-engine
ering-graphics/id6451407674.
Activation of AR. After installation, the inactivated interface of the mobile appli-
cation is shown in Fig. 4.2a. To activate the AR, it is necessary to move the screen
to one of the 20 markers (e.g., marker 1 is shown in Fig. 4.2b).
All 20 markers are published in Chap. 5 of the present book. Also, you can use
separately printed markers (in color or grayscale), as presented in Fig. 4.3a. After the
activation, the printed image will be supplemented by AR (Fig. 4.3b). Simultaneously,
the interactive Main Menu also appears automatically on the right side of your screen
regardless of the vertical or horizontal location of your screen.
The Main Menu contains the following functional elements: “Cross-section”,
“Start working”, “Specification”, “Disassembly”, and “Exploded view”, described
in detail in further subsections.

4.3 Functional Capabilities

Functional elements of the Main Menu contain all the necessary elements that
simplify the process of reading assembly drawings. In particular, they allow the
elements of an assembly unit to be highlighted (simpler assembly units, parts,
standard elements, and materials) and visualize assembly and disassembly processes.
4.3 Functional Capabilities 31

b c

Fig. 4.1 Mobile application “AR for Engineering Graphics” (a) on Google Play (b) and App Store
(c)

Cross-Sectional Mode. Since a number of elements of the assembly unit are

located inside the body parts, the mobile application provides a sectional view in real-
time. Such an opportunity allows for a more in-depth understanding of the primary
rules in designing assembly drawings.
To activate the cross-sectional mode (Fig. 4.4), the “Cross Section” button should
be pressed. Notably, the cross-section mode is interactive. It allows for changing the
depth and the angle of view. The “Cross Section” button should be pressed again to
deactivate this mode.
32 4 Software Description of the AR Mobile Application

Fig. 4.2 Mobile application interface at start (a) and marker (b)
4.3 Functional Capabilities 33

Fig. 4.3 Marker (a) and activated AR with interacting menu (b)

Fig. 4.4 The cross-sectional view

34 4 Software Description of the AR Mobile Application

Working Mode. An essential advantage of the mobile application is the ability

to visualize the operating processes occurring in the assembly unit (e.g., mechanical
movement of working parts, clamping-unclamping of contact pairs, etc.). For better
clarity, some elements become transparent to improve the visibility of internal parts
and their interactions.
To activate the working mode (Fig. 4.5), the “Start working” button should be
pressed. The working mode is also interactive. It allows for changing the angle of
view. It can be paused by pressing the button “Pause” and deactivated by the button
“Stop” or “Stop working”. These options allow for considering the work process in
more detail and focusing on functional elements that perform work movements.
Specification. To highlight a particular part of the assembly unit, the “Specifica-
tion” button should be pressed (Fig. 4.6). In this case, the context menu appears on
the left side. This menu contains all the components of the assembly, numbered and
titled according to the actual specification. The specification mode can be disabled
immediately by pressing the “Go to back” button.
Disassembly Mode. To start the disassembly process (Fig. 4.7), the button “Dis-
assembly” should be pressed. The step-by-step animation will be activated. The
“Pause” button (on the left side) can be pressed during the disassembly to more clearly
study the step-by-step disassembly process, e.g., enlarge or from different sides.
The animation will stop automatically after all components are fully disassembled.
The disassembly process can be stopped immediately by pressing the button “Stop”.
The resulting disassembled view is presented in Fig. 4.7d. Thus, the principle “from
the product to individual components” is implemented during disassembly.
Assembly Mode. To start the assembly process (Fig. 4.8), the button “Assembly”
should be pressed. This button is enabled after the previously realized disassembly
mode.

Fig. 4.5 The working mode

4.3 Functional Capabilities 35

Fig. 4.6 Indicating particular assembly elements: a—rod; b—spring. Indicating particular
assembly elements: c—fork; d—bolt M6x20
36 4 Software Description of the AR Mobile Application

Fig. 4.6 (continued)

Fig. 4.7 The step-by-step (a–c) disassembly mode and the final disassembled view (d)
4.3 Functional Capabilities 37

Fig. 4.7 (continued)

Similar to the previous function, the step-by-step assembly animation starts auto-
matically. The “Pause” button (on the left side) can be pressed during assembly to
more clearly study the step-by-step assembly process, such as examining the surfaces
of the parts that will mate during assembly. The animation will stop automatically
after all components are assembled. Thus, the principle “from individual components
to the product” is implemented during the assembly process.
38 4 Software Description of the AR Mobile Application

Fig. 4.8 The step-by-step (a–d) assembly mode

4.3 Functional Capabilities 39

Fig. 4.8 (continued)

Fig. 4.9 The exploded view

The assembly process can also be stopped immediately by pressing the button
“Stop”. In this case, the resulting figure completely corresponds to the initial AR
model (Fig. 4.3b).
Exploded View. This mode allows for detecting any part of the assembly. For
this purpose, the “Exploded view” button should be pressed (Fig. 4.9).
Remarkably, all the elements of the assembly unit are consistent with the
specification in terms of position numbers and titles of their elements.
40 4 Software Description of the AR Mobile Application

References

1. Rivero B et al Development of an application with augmented reality to improve spatial visual-

ization. In: Cavas-Martínez F, Marín Granados MD, Mirálbes Buil R, de-Cózar-Macías OD (eds)
Advances in design engineering III. INGEGRAF 2022. Lecture notes in mechanical engineering.
Springer, Cham, pp 937–946 (2023). https://doi.org/10.1007/978-3-031-20325-1_73
2. Radu I, Joy T, Schneider B (2021) Virtual makerspaces: merging AR/VR/MR to enable remote
collaborations in physical maker activities. In: CHI conference on human factors in computing
systems extended abstracts (CHI ’21 extended abstracts), 08–13 May 2021, Yokohama, Japan.
ACM, New York, NY, USA. https://doi.org/10.1145/3411763.3451561
3. Poonja HA, Shirazi MA, Khan MJ, Javed K (2023) Engagement detection and enhancement for
STEM education through computer vision, augmented reality, and haptics. Image Vis Comput
136:104720. https://doi.org/10.1016/j.imavis.2023.104720
4. Marques B, Silva S, Teixeira A, Dias P, Santos BS (2022) A vision for contextualized evaluation
of remote collaboration supported by AR. Comput Graph (Pergamon) 102:413–425. https://doi.
org/10.1016/j.cag.2021.10.009
5. Rometsch FAASDT, Casini AEM, Drepper A, Cowley A, de Winter JCF, Guo J (2022) Design
and evaluation of an augmented reality tool for future human space exploration aided by an
Internet of Things architecture. Adv Space Res 70(8):2145–2166. https://doi.org/10.1016/j.asr.
2022.07.045
6. Zhylenko T, Ivanov V, Pavlenko I, Martynova N, Zuban Y, Samokhvalov D (2022) Mobile
applications in engineering based on the technology of augmented reality. In: Machado J, Soares
F, Trojanowska J, Yildirim S (eds) Innovations in mechatronics engineering. ICIENG 2021.
Lecture notes in mechanical engineering. Springer, Cham, pp 366–376. https://doi.org/10.1007/
978-3-030-79168-1_33
7. Ivanov V, Pavlenko I, Liaposhchenko O, Gusak O, Pavlenko V (2021) Determination of contact
points between workpiece and fixture elements as a tool for augmented reality in fixture design.
Wirel Netw 27(3):1657–1664. https://doi.org/10.1007/s11276-019-02026-2
8. Kaščak J, Husár J, Knapčíková L, Trojanowska J, Ivanov V (2022) Conceptual use of augmented
reality in the maintenance of manufacturing facilities. In: Trojanowska J, Kujawińska A,
Machado J, Pavlenko I (eds) Advances in manufacturing III. Volume 2—production engi-
neering: research and technology innovations, Industry 4.0. Manufacturing 2022. Lecture notes
in mechanical engineering. Springer, Cham, pp 241–252. https://doi.org/10.1007/978-3-030-
99310-8_19

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the copyright holder.
Chapter 5
Exercises

5.1 General Recommendations

Completion of the above exercises by students of education contributes to the

development of the following competencies:
1. Ability to abstract thinking, analysis, and synthesis.
2. Knowledge and understanding of the subject area and understanding of profes-
sional activity.
3 Ability to work in a team.
Depending on the number of students in the academic group, the teacher forms
teams of 2–4 people each. Each team, in agreement with the teacher, receives a task,
the object of which is an assembly product. The general task for each team is:
(a) formulation of the structure and functional purpose (principle of action) of the
given assembly product;
(b) designing an assembly 3D model of a given product;
(c) designing of animation of assembly and disassembly of product components;
(d) designing the assembly drawing of the product with the indication of all the
necessary information following the current standards:
(1) image of the assembly unit (views, sections, cross-sections, remote
elements), which gives a complete understanding of the design, arrange-
ment, and relationship of the component parts, data for assembly, and
control of the functioning of the assembly unit;
(2) overall dimensions and dimensions for reference;
(3) dimensions and accuracy of installation and connecting elements;
(4) dimensions, limit deviations, and surface roughness, which must be
performed or controlled according to this assembly drawing;
(5) other technical requirements;
(6) technical characteristics (if necessary);

© The Author(s) 2024 41

V. Ivanov et al., Augmented Reality for Engineering Graphics, Springer Tracts
in Mechanical Engineering, https://doi.org/10.1007/978-3-031-44641-2_5
42 5 Exercises

Fig. 5.1 Roller shock absorber (assembly view)

(7) numbering of all component parts of the product following the items
specified in the specification.
Each team member, in agreement with the teacher, receives an individual task,
the object of which is a separate part of the assembly product (a part or a series of
parts). The task for each team member is:
(e) formulation of the functional purpose of the specified part (parts);
(f) designing a 3D model of a given part (parts);
(g) designing the working drawing of the specified part (parts) with the indication
of all the necessary information following the current standards:
(1) image of the part (views, sections, cross-sections, remote elements),
which gives a complete understanding of the design, placement, and
interconnection of surfaces, data for manufacturing, and quality control;
(2) dimensions: overall, connecting, dimensions of individual elements of the
part, dimensions for reference;
(3) size tolerances;
(4) roughness of the part surfaces;
(5) tolerances on the shape and geometric relationship of surfaces;
(6) technical requirements that should be ensured during the manufacturing of
the part (heat treatment, coating, etc.);
(7) additional data necessary for the manufacturing and control of the part;
(8) special requirements for jointly processed parts;
(9) the part material.
5.2 Exercise 1—Roller Shock Absorber 43

Fig. 5.2 Roller shock absorber (exploded view)

5.2 Exercise 1—Roller Shock Absorber

Brief Description of the Product. The roller shock absorber is used to guide the
workpieces moved during rolling and absorb shock loads (Fig. 5.1).
The beat when feeding the workpiece is transmitted from roller 6 (Fig. 5.2) on
the spring 7 shock absorber through rod 4. Fork 10 is installed at the end of the rod,
which can only move in the axial direction, for which there is a guide key 18. The
initial force of pressing the spring on the roller is adjusted using the screw nut 16.
To the rubbing surfaces of the roller parts through the channels of the center shaft 8
is lubricated.
Cylinder 2 is attached to body 1 with six pins 17 and nuts 15. The six bottom
holes in the body are for attaching the roller shock absorber to the frame or bed of
the unit.
The list of components of the roller shock absorber (Fig. 5.3) is specified in
Table 5.1.
44 5 Exercises

Fig. 5.3 Roller shock absorber (drawing)

5.3 Exercise 2—Hydraulic Crane

Brief Description of the Product. The plug-type hydraulic crane (Fig. 5.4) is
intended for switching the fuel supplied from the main and additional tanks to the
fuel pump.
The crane consists of a cast iron body 1 (Fig. 5.5), on which there are two mounts
for fixturing; plug 2 for overlapping holes; packing nut 3 and handle 4, with the help
of which the plug is turned.
The list of components of the hydraulic crane (Fig. 5.6) is specified in Table 5.2.
5.4 Exercise 3—Puller 45

Table 5.1 Parts list

Item Part name Quantity
Parts
1 Body 1
2 Cylinder 1
3 Cartridge 1
4 Rod 1
5 Sleeve 1
6 Roller 1
7 Spring 1
8 Center shaft 1
9 Sleeve 1
10 Fork 1
11 Plate 1
Standard parts
12 Screw M3.5 × 4 2
13 Bolt M6 × 20 6
14 Screw M8 × 12 1
15 Nut M8 6
16 Nut M22 2
17 Pin M8 × 35 6
18 Guide key 8 × 5 × 22 1

5.4 Exercise 3—Puller

Brief Description of the Product. The puller (Fig. 5.7) is used when dismantling
the hub of the car. The bolts 2 (Fig. 5.8) are screwed into the corresponding sockets
of the hub, and the heel moves by rotating the lead screw 3. At the same time, it rests
against the axle shaft and squeezes the last one out of the hub.
The list of components of the puller (Fig. 5.9) is specified in Table 5.3.
46 5 Exercises

Fig. 5.4 Hydraulic crane (assembly view)

Fig. 5.5 Hydraulic crane (exploded view)

5.5 Exercise 4—Carriage 47

Fig. 5.6 Hydraulic crane (drawing)

Table 5.2 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Body 1 6 Nut M6 1
2 Plug 1 7 Lock washer 6 1
3 Packing nut 1
4 Handle 1
5 Packing ring 1

5.5 Exercise 4—Carriage

Brief Description of the Product. The carriage of the overhead conveyor (Fig. 5.10)
is used to move goods along a monorail (or I-beam) and is used in warehouses, farms,
and workshops. It is also an integral part of the undercarriage (electric hoist), which
is supplied with a manual or machine drive.
The carriage consists of a suspension bar and two symmetrical roller parts
(Fig. 5.11). Roller 2 (carriage wheel) is mounted on center pin 5 on ball bearings. The
center pin is fixed in bracket 1. The suspension is rigidly fixed between the planes
of the brackets.
The list of components of the carriage (Fig. 5.12) is specified in Table 5.4.
48 5 Exercises

Fig. 5.7 Puller (assembly view)

Fig. 5.8 Puller (exploded view)

5.6 Exercise 5—Wheel 49

Fig. 5.9 Puller (drawing)

Table 5.3 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Cross bar 1 7 Pin 3 × 30 2
2 Bolt 2 8 Pin 4 × 30 2
3 Screw 1
4 Handle 1
5 Ring 2
6 Abutment 1

5.6 Exercise 5—Wheel

Brief Description of the Product. The wheel (Fig. 5.13) is used in a trolley designed
for transporting workpieces and finished products in a machine workshop.
In two holes of bracket 1, fixed center pin 3 (Fig. 5.14). In body 2, two ball bearings
14 are pressed, which are clamped by cover 4 and spacer bush 6. In covers 4 and 5,
there are grooves for sealing rings 12 and 13, which prevent dust from entering the
bearings. On the cylindrical surface of the body, bandage 7 is tensioned, which is
pressed by cover 4. The wheel is attached to the base of the cart with four bolts.
50 5 Exercises

Fig. 5.10 Carriage (assembly view)

Fig. 5.11 Carriage (exploded view)

The list of components of the wheel (5.15) is specified in Table 5.5.

5.7 Exercise 6—Traveling Wheel 51

Fig. 5.12 Carriage (drawing)

Table 5.4 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Bracket 2 6 Bolt M10 × 50 4
2 Roller 2 7 Screw M6 × 16 16
3 Cover 2 8 Nut M10 4
4 Bush 2 9 Ring 28-18-4 2
5 Center pin 2 10 Washer 10 4
11 Ball bearing 201 2

5.7 Exercise 6—Traveling Wheel

Brief Description of the Product. The traveling wheel (Fig. 5.16) of the under-crane
trolley serves as a support for it and guides the trolley along the rail.
The wheel is mounted on two roller bearings 12 (Fig. 5.17) on the center pin 5,
fixed by the center pin holder 4 in the carriage frame.
52 5 Exercises

Fig. 5.13 Wheel (assembly view)

Fig. 5.14 Wheel (exploded view)

5.7 Exercise 6—Traveling Wheel 53

Fig. 5.15 Wheel (drawing)

Table 5.5 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Bracket 1 9 Bolt M3 × 8 2
2 Body 1 10 Screw M4 × 10 8
3 Center pin 1 11 Screw M4 × 12 6
4 Cover 1 12 Ring 28-17-5 1
5 Cover 1 13 Ring 32-21-5 1
6 Bush 1 14 Ball bearing 205 2
7 Bandage 1 Materials
8 Plate 1 15 Paperboard A1 1
16 Paperboard A1 1

In the wheel hub, the bearings are fixed with two covers 3 and a spacer sleeve 2.
The covers have a stuffing box that protects the bearing from contamination. Bearings
are periodically lubricated with a lubricator 11.
The list of components of the traveling wheel (Fig. 5.18) is specified in Table 5.6.
54 5 Exercises

Fig. 5.16 Traveling wheel (assembly view)

Fig. 5.17 Traveling wheel (exploded view)

5.8 Exercise 7—Gear Pump

Brief Description of the Product. Gear pumps (Fig. 5.19) are used to supply fluid
under pressure up to 0.03 Pa. They are used to supply liquid, lubricants, and fuel.
High-pressure gear pumps (0.06–0.07 Pa) are used to a limited extent and are manu-
factured with great care. Gear pumps are simple in design and have a small number
of parts but are sensitive to fluid contamination, so an inlet filter should be used.
5.8 Exercise 7—Gear Pump 55

Fig. 5.18 Traveling wheel (drawing)

Table 5.6 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Traveling wheel 1 8 Bolt M20 × 22 2
2 Spacer sleeve 1 9 Bolt M20 × 40 12
3 Cover 2 10 Ring 176-140-16 2
4 Center pin holder 1 11 Lubricator 1.2.c6 1
5 Center pin 1 12 Roller bearing 3615 2
6 Sleeve 2 13 Lock washer 20 12
7 Filler 2

The pump work gears 4 (Fig. 5.20) rotate in opposite directions. The gear teeth,
disengaging, create a reduced pressure, as a result of which the lubricant enters the
suction zone and, in the cavities between the gear teeth, is transferred (along the
periphery) to the discharge zone, where it is displaced by the teeth, which enter into
an engagement. An increased pressure is created in the discharge zone, under the
influence of which the lubricant enters the pipeline. The pump is made on plain
bearings with a cast-iron body 1 and cover 5; it has a check valve 10 at pressure.
The list of components of the gear pump (Fig. 5.21) is specified in Table 5.7.
56 5 Exercises

Fig. 5.19 Gear pump

(assembly view)

5.9 Exercise 8—Gear Pump

Brief Description of the Product. The car’s gear pump (Fig. 5.22) is used to supply
lubricant to the rubbing parts of the engine. The pump is installed in the engine body
and mounted on the fourth main bearing cap using a bracket integral to the pump
body.
The pump is driven by the engine camshaft gear through an intermediate shaft.
When the leading shaft 2 (Fig. 5.23) rotates, the lubricant from the oil pan (through
the oil receiver) enters the suction zone and, in the gashes between the teeth of the
gear wheels 6, rotating in opposite directions, is transferred (distilled) to the discharge
zone. Lubricant is forced out of the gashes by the meshing teeth and accumulates in
the discharge zone. As a result, the pressure increases, and the lubricant is sent to
the coarse filter. From the filter, it enters the lubrication line.
The list of components of the gear pump (Fig. 5.24) is specified in Table 5.8.

5.10 Exercise 9—Clip

Brief Description of the Product. The clip (Fig. 5.25) is used in load-lifting mech-
anisms. The hoisting mechanism cable (not shown in the figure) envelops block 3
(Fig. 5.26), where a replaceable sleeve 8 is pressed. Block 3 rotates on pin 6. Inside
the center pin, some channels are filled with grease through a hole closed by screw
11. Pin 6 is supported by fork 1, connected by pin 7 to suspension 2, and rotating
around this pin. A lifting hook is screwed into the threaded hole of suspension 2 (not
shown in the figure).
The list of components of the clip (Fig. 5.27) is specified in Table 5.9.
5.10 Exercise 9—Clip 57

Fig. 5.20 Gear pump (exploded view)

58 5 Exercises

Fig. 5.21 Gear pump (drawing)

Table 5.7 Parts list

Item Part name Quantity Item Part name Quantity
Parts 9 Filler 1
1 Body 1 10 Check valve 1
2 Leading roll 1 11 Filler 1
3 Roll 1 Standard parts
4 Gear wheel 2 12 Bolt M8 × 25 8
5 Cover 1 13 Washer 8 8
6 Blank cover 1 14 Ball V 5 2
7 Spring 1 15 Pin 8n6 × 30 2
8 Rod 1 16 Cuff 14 × 44 2

5.11 Exercise 10—Spool Pneumatic Apparatus

Brief Description of the Product. The spool pneumatic apparatus (Fig. 5.28) is
designed to disconnect the working chamber from the supply line and communicate
this chamber with the atmosphere when the input lever is deflected at a given angle.
5.11 Exercise 10—Spool Pneumatic Apparatus 59

Fig. 5.22 Gear pump (assembly view)

Fig. 5.23 Gear pump (exploded view)

60 5 Exercises

Fig. 5.24 Gear pump (drawing)

Table 5.8 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Drive bush 1 7 Bolt M8 × 20 4
2 Shaft 1 8 Lock washer 8 4
3 Center pin 1 9 Pin 4 × 24 1
4 Body 1
5 Cover 1
6 Gear wheel 2

When the lever is returned to its original position, the spool separates the chamber
from the atmosphere and connects it to the line. Lubricant is supplied to the rubbing
surfaces of the spool valve using piston 8 (Fig. 5.29).
The list of components of the spool pneumatic apparatus (Fig. 5.30) is specified
in Table 5.10.
5.12 Exercise 11—Valve Pneumatic Apparatus 61

Fig. 5.25 Clip (assembly

view)

5.12 Exercise 11—Valve Pneumatic Apparatus

Brief Description of the Product. The air valve (Fig. 5.31) of the brake cock is used
to supply compressed air from the air cylinder to the brake chambers. It consists of
body 6, valve 1, valve seat 2, push-rod 4, and spring 5 (Fig. 5.32).
62 5 Exercises

Fig. 5.26 Clip (exploded view)

The air valve opens when the brake pedal is pressed. Compressed air from the
cylinder enters the brake chambers. When the brake pedal is released, the spring lifts
the push-rod and closes the valve. It cuts off the compressed air supply to the brake
chambers.
The list of components of the valve pneumatic apparatus (Fig. 5.33) is specified
in Table 5.11.
5.13 Exercise 12—Pneumatic Reducing Valve 63

Fig. 5.27 Clip (drawing)

Table 5.9 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Fork 1 9 Screw M4 × 12 2
2 Suspension 1 10 Screw M8 × 14 4
3 Block 1 11 Screw M8 × 16 1
4 Ring 2
5 Plate 1
6 Pin 1
7 Pin 1
8 Sleeve 1

5.13 Exercise 12—Pneumatic Reducing Valve

Brief Description of the Product. The pneumatic reducing valve (Fig. 5.34) is
designed to regulate—limit and maintain a constant pressure of the working medium
in the pipeline.
64 5 Exercises

Fig. 5.28 Spool pneumatic apparatus (assembly view)

Fig. 5.29 Spool pneumatic apparatus (exploded view)

The allowable pressure in the outlet branch is limited by plunger 3 (Fig. 5.35),
which closes the pipeline when the pressure rises above the prescribed one and is
regulated by pressing cover 2 on spring 4.
The list of components of the pneumatic reducing valve (Fig. 5.36) is specified in
Table 5.12.
5.13 Exercise 12—Pneumatic Reducing Valve 65

Fig. 5.30 Spool pneumatic apparatus (drawing)

Table 5.10 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Cover 1 12 Screw M3 × 15 1
2 Body 1 13 Screw M3 × 10 1
3 Flange 1 14 Ring 010-015-30 2
4 Ring 1 15 Ring 030-036-30 1
5 Shaft 1 16 Ball 10–10 1
6 Abut 1 17 Washer 3 1
7 Spring 1
8 Piston 1
9 Spool 1
10 Connecting branch 2
11 Ring 2
66 5 Exercises

Fig. 5.31 Valve pneumatic apparatus (assembly view)

Fig. 5.32 Valve pneumatic apparatus (exploded view)

5.14 Exercise 13—Pneumatic Cylinder 67

Fig. 5.33 Valve pneumatic apparatus (drawing)

Table 5.11 Parts list

Item Part name Quantity
Parts
1 Valve 1
2 Valve seat 1
3 Filler 1
4 Push-rod 1
5 Spring 1
6 Body 1

5.14 Exercise 13—Pneumatic Cylinder

Brief Description of the Product. Pneumatic cylinders (Figs. 5.37 and 5.38) are
used as a power link in fixtures and drive mechanisms of clamping devices. They
use compressed air. Pneumatic cylinders provide remote adjustment and control of
the clamping force and are characterized by fast action. The large piston area (with
a diameter of 80 mm) allows you to get significant forces at low pressure.
The list of components of the pneumatic cylinder (Fig. 5.39) is specified in
Table 5.13.
68 5 Exercises

Fig. 5.34 Pneumatic

reducing valve (assembly
view)

Fig. 5.35 Pneumatic reducing valve (exploded view)

5.15 Exercise 14—Sliding V-Block 69

Fig. 5.36 Pneumatic reducing valve (drawing)

Table 5.12 Parts list

Item Part name Quantity
Parts
1 Body 1
2 Cover 1
3 Plunger 1
4 Spring 1
5 Connecting branch 2
6 Filler 2
7 Filler 1
8 Plug 1

5.15 Exercise 14—Sliding V-Block

Brief Description of the Product. The sliding V-block (Fig. 5.40) serves as a fixed
support when machining parts with a diameter of 40–200 mm on drilling, boring,
milling, and planning machines. It consists of body 1 (Fig. 5.41), which is fixed
relative to the tool with keys (the key is not shown in the drawing) and fixed with
machine tool bolts. Prismatic jaw members 2 and 3 are moved along the body guides
by rotating screw 4 (with right and left threads).
70 5 Exercises

Fig. 5.37 Pneumatic cylinder (assembly view)

Fig. 5.38 Pneumatic cylinder (exploded view)

The list of components of the sliding V-block (Fig. 5.42) is specified in Table 5.14.
5.16 Exercise 15—Milling Fixture 71

Fig. 5.39 Pneumatic cylinder (drawing)

Table 5.13 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Support cover 1 7 Screw M8 × 25 8
2 Cylinder 1 8 Nut M16 1
3 Piston 1 9 Ring 014-020-36 1
4 Stock 1 10 Ring 024-030-36 1
5 Cover 1 11 Ring 040-050-58 2
6 Gasket 2 12 Spring washer 8 8
13 Lock washer 16 1

5.16 Exercise 15—Milling Fixture

Brief Description of the Product. The fixture (Fig. 5.43) is used to quickly and accu-
rately set the workpiece in the desired position concerning the cutting tool (milling
cutter). The fixture is installed on the movable table of the horizontal milling machine
and is attached to it with two bolts (the bolts are not shown in the drawing) included
in the grooves of plate 1 (Fig. 5.44).
72 5 Exercises

Fig. 5.40 Sliding V-block (assembly view)

Fig. 5.41 Sliding V-block (exploded view)

The workpiece of the “lever” type (shown in the drawing as a solid thin line) is
placed on the support plane of the slider 2. The position of the workpiece is fixed
with pin 4, on which it is clamped with a clamp 5 on one side and a V-block 3
moved by a screw 6 on the other side. The slider is fixed in the desired position with
screws 9.
The list of components of the milling fixture (Fig. 5.45) is specified in Table 5.15.
5.17 Exercise 16—Locking Device 73

Fig. 5.42 Sliding V-block (drawing)

Table 5.14 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Body 1 9 Screw M8 × 20 6
2 Prism 1 10 Screw M12 × 25 10
3 Prism 1
4 Screw 1
5 Bracket 2
6 Handle 1
7 Washer 2
8 Plate 2

5.17 Exercise 16—Locking Device

Brief Description of the Product. The end locking device (Fig. 5.46) is designed
to connect the ends of the hoses when bypassing compressed air from one container
to another.
74 5 Exercises

Fig. 5.43 Milling fixture (assembly view)

When connecting the ends of the hoses with a union nut 7 (Fig. 5.47), the balls 10
are squeezed out from the valve seat and the body, thereby opening the air passage.
When the ends of the hoses are separated, the balls under the action of the spring 6
and air pressure tightly close the outlet openings of both ends.
The list of components of the locking device (Fig. 5.48) is specified in Table 5.16.
5.18 Exercise 17—Roller 75

Fig. 5.44 Milling fixture (exploded view)

5.18 Exercise 17—Roller

Brief Description of the Product. This roller (Fig. 5.49) design is installed on the
metal structures of the lifting transport mechanism and serves to guide the steel cable.
76 5 Exercises

Fig. 5.45 Milling fixture (drawing)

Table 5.15 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Plate 1 9 Screw M8 × 12 2
2 Slider 1 10 Screw M6 × 20 2
3 V-block 1 11 Nut M10 4
4 Pin 1 12 Nut M14 1
5 Clamp 1 13 Double-end bolt M10 × 40 4
6 Screw 1 14 Pin 5h8 × 40 4
7 Keeper strip 2
8 Plate 2

The cable enters the groove of roller 3 (Fig. 5.50) and bends around the roller at
a certain angle. The roller rotates freely on pin 5, which is fixed in the lugs of fork 2
by plate 7, which is included in the pin slot. Plate 7 is connected to fork 2 with two
screws 10. To reduce friction during the rotation of the roller, an oiler is installed
in the threaded hole of pin 5, from which lubricant flows through the cylindrical
channels to the friction surfaces. Fork 2 is connected to bearing slide 4 with bolts 9
and nuts 12. Bearing slide 4 with fork 2 is fixtured with bolts 8 and nuts 11 on bracket
5.19 Exercise 18—Tension Roller 77

Fig. 5.46 Locking device (assembly view)

Fig. 5.47 Locking device (exploded view)

1. Bolts 8 and 9 can move along the grooves of parts 1 and 2, which is necessary
when adjusting the position of the roller.
The list of components of the roller (Fig. 5.51) is specified in Table 5.17.

5.19 Exercise 18—Tension Roller

Brief Description of the Product. The tension roller (Fig. 5.52) is designed for
tensioning belts in V-belt drives.
The base of the roller is frame 1 (Fig. 5.53), fixed with 12 bolts at the installation
site. Two ball bearings 14 are installed on the cylindrical part of slider 3, on which
roller 2 rotates freely. The slider moves in the guide grooves of the frame by screw
9. When the screw rotates, nut 7 acts on the slider through spring 10.
78 5 Exercises

Fig. 5.48 Locking device (drawing)

Table 5.16 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Connecting branch 2 9 Ring 025-030-30 1
2 Gasket 2 10 Ball 15–40 2
3 Body 1
4 Cramp 2
5 Cramp 2
6 Spring 2
7 Coupling nut 1
8 Seat 1
5.19 Exercise 18—Tension Roller 79

Fig. 5.49 Roller (assembly view)

Fig. 5.50 Roller (exploded view)

80 5 Exercises

Fig. 5.51 Roller (drawing)

Table 5.17 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Bracket 1 8 Bolt M12 × 60 4
2 Fork 1 9 Bolt M20 × 100 1
3 Roller 1 10 Screw M4 × 12 2
4 Bearing slide 1 11 Nut M12 4
5 Center pin 1 12 Nut M20 1
6 Bushing 1
7 Plate 1

The list of components of the tension roller (Fig. 5.54) is specified in Table 5.18.
5.20 Exercise 19—Supporting Roller 81

Fig. 5.52 Tension roller (assembly view)

5.20 Exercise 19—Supporting Roller

Brief Description of the Product. The rollers (Fig. 5.55) are installed on the sheet
rolling mill on both sides to support the rolled sheets while feeding and receiving
them from the rolls.
82 5 Exercises

Fig. 5.53 Tension roller (exploded view)

The roller is driven by an electric motor. Shaft 7 (Fig. 5.56) is supported by rolling
bearings 14. The bearings are lubricated with grease coming from oilers pressed into
the holes of the covers 3. The roller bodies 1 are bolted to the frame of the rolling
mill.
The list of components of the supporting roller (Fig. 5.57) is specified in
Table 5.19.
5.20 Exercise 19—Supporting Roller 83

Fig. 5.54 Tension roller (drawing)

Table 5.18 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Frame 1 11 Bolt M10 × 32 6
2 Roller 1 12 Bolt M12 × 35 12
3 Slider 1 13 Ring 92-76-8 1
4 Cover 1 14 Ball bearing 208 2
5 Cover 1
6 Bush 1
7 Nut 1
8 Cover 1
9 Screw 1
10 Spring 1
84 5 Exercises

Fig. 5.55 Supporting roller (assembly view)

Fig. 5.56 Supporting roller (exploded view)

5.20 Exercise 19—Supporting Roller 85

Fig. 5.57 Supporting roller (drawing)

Table 5.19 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Body 1 10 Bolt M10·30 12
2 Roller 1 11 Bolt M12·75 4
3 Cover 2 12 Nut M12 4
4 Cover 1 13 Ring 68-56-6 2
5 Cover 1 14 Ball bearing 211 2
6 Disk 2 15 Key 14·9·45 1
7 Shaft 1
8 Bush 1
9 Gasket 2
86 5 Exercises

Fig. 5.58 Adjustable roller (assembly view)

5.21 Exercise 20—Adjustable Roller

Brief Description of the Product. The roller device (Fig. 5.58) is used when
transporting sheet material, which rolls over rollers.
Body 1 (Fig. 5.59) is attached to the machine’s frame with four bolts (the frame
and bolts are not shown in the drawing).
5.21 Exercise 20—Adjustable Roller 87

Fig. 5.59 Adjustable roller (exploded view)

When screw 7 is rotated, wedge 4 will slide along the inclined plane of the body.
As a result, the supporting block 2 with roller 3 will rise or fall. After installing the
roller at the desired level, the supporting block is fixed with bolts 8 and nuts 11. The
roller rotates on center pin 5, which is fixed on the supporting block with screws 9.
88 5 Exercises

Fig. 5.60 Adjustable roller (drawing)

Table 5.20 Parts list

Item Part name Quantity Item Part name Quantity
Parts Standard parts
1 Body 1 9 Screw M6 × 14 2
2 Supporting block 1 10 Nut M10 2
3 Roller 1 11 Nut M14 4
4 Wedge 1 12 Double-end bolt M10 × 32 2
5 Center pin 1
6 Cover 1
7 Screw M16 1
8 Bolt M14 2
5.21 Exercise 20—Adjustable Roller 89

To the rubbing surfaces of the roller and the pin through the holes and special
grooves in the axle comes thick grease from the oiler. The oiler is pressing into the
center pin hole 5 (not shown in the drawing).
The list of components of the adjustable roller (Fig. 5.60) is specified in Table 5.20.

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