48610: Introduction to Mechanical Engineering Computer Aided Design Assessment Task 2

Assessment Task 2

A simplified pulley assembly is partially dimensioned as shown below in both assembled and exploded views. Use SolidWorks to create:

• the bracket and roller parts, 
• an assembly model, and 
• drawings for the bracket part and roller assembly

There are two different configurations. See the table below. You are assigned one of these configurations based on the last digit of your student ID. If you do not use your assigned configuration you risk scoring zero for the assessment.

The diagram above is only partially dimensioned with typical dimensions as shown. You choose whatever dimensions (to the nearest mm) you like for the missing dimensions, as long as the parts have approximately the same proportions as the model shown here. Part models must be fully geometrically and dimensionally constrained. For the purposes of this assessment task, use ‘bottom-up’ assembly modeling, i.e. build ALL of your parts first and then assemble them together. (Note: you only need to create ONE bracket that you insert twice into the assembly.) Do not try to make the dimensions of the individual parts dependent on each other. For example, if you change the diameter of the ends of the roller, the diameter of the hole in the bracket should not automatically update to match it. (It is possible to make your model automatically update in this way, but at this stage of your learning I want you to be able to demonstrate basic ‘bottom-up’ assembly modeling before going on to more advanced methods).

Summary of Assessment Requirements

The assessment requires students to use SolidWorks to model and document a simplified pulley assembly. The key outcomes include:

Assessment Deliverables

1. Bracket Part Model fully dimensioned and geometrically constrained.
2. Roller Part Model fully constrained with correct proportions.
3. Complete Assembly Model using the bottom-up approach (i.e., create all parts first, then assemble).
4. Technical Drawings
   • Drawing of the bracket part
   • Drawing of the roller assembly

Key Requirements & Constraints

• Students are assigned one configuration based on the last digit of their student ID; using the wrong configuration may result in a zero score.
• The given diagram is partially dimensioned. Missing dimensions must be chosen to the nearest mm while maintaining proportional accuracy to the provided model.
• Models must be fully defined: both geometric and dimensional constraints must be applied.
• Students must create independent parts no parametric linking between parts (e.g., bracket hole size shouldn’t auto-update when roller size changes).
• Assembly must follow the bottom-up modeling technique.
• Only one bracket part is required; it will be inserted twice into the assembly.

How the Academic Mentor Guided the Student (Step-by-Step Approach)

The academic mentor supported the student by breaking down the task into manageable stages, ensuring the student understood modeling principles, part creation, constraint application, and the final assembly workflow.

Step 1: Understanding the Task and Breakdown

The mentor began by explaining:

• The overall goal of the assessment
• The importance of following the assigned configuration
• The need to maintain proportional accuracy
• Why bottom-up modeling is required at this stage

This step ensured the student clearly understood expectations before opening SolidWorks.

Step 2: Analysing the Partially Dimensioned Diagram

The mentor guided the student through:

• Identifying which dimensions were provided
• Determining which dimensions needed to be assumed
• Ensuring chosen dimensions preserved the original proportions

This helped the student make rational dimensioning choices while keeping the model realistic.

Step 3: Creating the Bracket Part

The mentor demonstrated:

• Sketching the bracket profile using reference planes
• Applying geometric constraints (parallel, horizontal, vertical, symmetric)
• Adding necessary dimensions to fully define the sketch
• Extruding features and adding cuts or fillets as needed

The mentor emphasized fully-defined sketches and clean feature trees.

Step 4: Creating the Roller Part

Guidance included:

• Drawing the roller cross-section
• Defining the shaft ends and central cylindrical body
• Applying proper revolved features or extrusions
• Ensuring full dimensional constraint

The mentor reminded the student not to link the roller dimensions to bracket features.

Step 5: Validating Full Constraint

The mentor helped the student identify:

• Under-defined sketches
• Missing constraints
• Misaligned features

By teaching troubleshooting techniques, the mentor ensured the student’s models were robust and stable.

Step 6: Bottom-Up Assembly Modeling

The mentor explained:

• Inserting parts individually into a new assembly file
• Applying mates: coincident, concentric, parallel, and distance
• Ensuring predictable and stable constraints
• Inserting the same bracket part twice to complete the pulley frame

This reinforced the goal of demonstrating correct assembly technique.

Step 7: Creating Technical Drawings

The student was guided through:

• Setting up drawing sheets
• Creating orthographic views, section views, and dimensioned views
• Adding title blocks, annotations, and part details
• Ensuring drawings met engineering documentation standards

The mentor ensured the student produced clear, readable, logically dimensioned drawings.

Step 8: Reviewing the Final Output

The mentor helped the student:

• Check all constraints
• Verify dimensions
• Ensure assembly integrity
• Confirm no parametric linking existed
• Export the drawings correctly

This quality check ensured the final submission met assessment requirements.

Final Outcome and Learning Objectives Achieved

Outcome Achieved

The student produced:

• A fully constrained bracket model
• A fully constrained roller model
• A complete pulley assembly using bottom-up modeling
• Professionally formatted technical drawings for required components

All assessment criteria were successfully addressed.

Learning Objectives Covered

• Understanding bottom-up assembly modeling in SolidWorks
• Ability to interpret partially defined engineering diagrams
• Application of geometric and dimensional constraints
• Creation of stable, fully-defined part models
• Competence in assembling multiple parts using mates
• Ability to produce accurate engineering drawings
• Understanding the role of proportions, tolerances, and modeling logic in CAD design

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