U.S. patent application number 12/255308 was filed with the patent office on 2009-06-25 for interactive device for process excellence training.
Invention is credited to Srikanth R. Nanguneri.
Application Number | 20090159058 12/255308 |
Document ID | / |
Family ID | 35479289 |
Filed Date | 2009-06-25 |
United States Patent
Application |
20090159058 |
Kind Code |
A1 |
Nanguneri; Srikanth R. |
June 25, 2009 |
Interactive Device for Process Excellence Training
Abstract
An interactive catapult training device is provided for teaching
and demonstrating the principles of problem solving using tools and
techniques of applied statistics, Six Sigma, lean manufacturing and
other process excellence techniques. The device includes a base and
a hub fixed to a position with respect to the base and removable
from the base. A swing arm is coupled to and rotatable about the
hub from a first angle to a second angle, the swing arm being
removable from the hub. A cup is fixed to a position with respect
to the swing arm and adapted to receive a projectile, the cup being
removable from the swing arm. A spring is coupled between a first
coupling point fixed with respect to the base and a second coupling
point on the swing arm. The spring provides tension for setting the
swing arm in motion from the first angle to the second angle. The
spring can be removable from the first and second coupling points.
Inputs that can be varied and measured include the first coupling
point, the second coupling point, the first swing arm angle, the
second swing arm angle, the hub position with respect to the base
and the cup position with respect to the swing arm can be varied
and measured. Outputs than can be measured include the linear
distance and the angle of deviation of the launched projectile as
well as cycle time for launching. The input and output data can be
managed electronically for online teaching and learning.
Inventors: |
Nanguneri; Srikanth R.;
(Santa Clara, CA) |
Correspondence
Address: |
TIFFANY & BOSCO;CAMELBACK ESPLANADE II, THIRD FLOOR
2525 EAST CAMELBACK ROAD
PHOENIX
AZ
85016
US
|
Family ID: |
35479289 |
Appl. No.: |
12/255308 |
Filed: |
October 21, 2008 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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11070972 |
Mar 2, 2005 |
7438068 |
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12255308 |
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60549592 |
Mar 2, 2004 |
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Current U.S.
Class: |
124/16 |
Current CPC
Class: |
F41B 3/03 20130101; A63B
2024/005 20130101; A63B 69/408 20130101; A63B 63/00 20130101 |
Class at
Publication: |
124/16 |
International
Class: |
F41B 3/02 20060101
F41B003/02 |
Claims
1. A machine for interactive training for problem solving using the
tools and techniques of process excellence comprising: Graphical
measurement system to record the output variables in launch
distance, launch angle and time to launch.
2. A machine for interactive training for problem solving using the
tools and techniques of process excellence as claimed in claim 1
further comprising of a three layer matrix of graphical paper
mounted by a plastic film mounted by a carbon sheet.
3. A machine for interactive training for problem solving using the
tools and techniques of process excellence as claimed in claim 1
comprising of a membrane type film that can sense the position of
the launch in terms of distance and angle of deviation.
Description
RELATED APPLICATION DATA
[0001] This application is a divisional of and claims the priority
of U.S. patent application Ser. No. 11/070,972 filed on Mar. 2,
2005, titled "Interactive Device for Process Excellence Training,"
which is based on and claims the priority and benefit of U.S.
Provisional Patent Application No. 60/549,592 filed on Mar. 2,
2004, the disclosures of which are incorporated herein by this
reference.
BACKGROUND
[0002] This invention relates to training devices and methods. More
particularly, it relates to a device and method for use in teaching
and demonstrating the principles and techniques of problem solving
based on statistical concepts, Six Sigma, and lean
manufacturing.
[0003] In conventional training for statistical, Six Sigma, lean
manufacturing, and other process excellence applications, training
devices previously have been used. Such devices have included small
catapults designed to provide an output (i.e., the launching of a
ball), which varies in response to certain inputs that can be
varied (e.g, variable mechanical characteristics of the
catapult).
[0004] These previously known devices, however, have suffered from
a number of shortcomings. For example, they have been limited in
setting input variables. Previously known devices do not offer the
instructor the flexibility to vary inputs using a combination of
discrete, continuous, FPI (foot-pound-inches) and SI (International
System) units of measurement. Additionally, prior devices lack
features and flexibility to demonstrate in a classroom environment
or in the field how improvements in a design or process can be
made. Also, in previous designs, output data collection is based on
visual observation of the user and is susceptible to manual error.
Retrieval of a launched ball, which is the output of the device, is
inconvenient. Also, previously known devices are susceptible to
damage and premature breakage, which requires significant repair
efforts or even replacement of an entire unit. Typically, these
devices have been manufactured from wood. This material can be
severely affected by operational environment factors. A broken part
calls for the replacement of an entire unit, making it expensive to
repair or maintain. Previously known devices also use rubber bands
to generate the force to launch balls, which are likely to relax,
fail or wear without any prior warning. This will seriously impact
the results of the operation by infecting the mathematical model
between the input and output variables. In addition, previously
known devices are inconvenient to store and transport. Moreover, as
investment in training dollars have decreased, self-training has
become desirable. Previously known devices, however, are inadequate
to address this need.
[0005] There is a need, therefore, for an improved device and
method for providing training for statistical, Six Sigma, lean
manufacturing, and other process excellence applications. It is an
object of the present invention to provide in improved training
device and method that satisfies this need and that is easy to
use.
[0006] Another object of the present invention is to provide a
training device that is lightweight and portable and that can be
readily disassembled for ease of packaging.
[0007] Yet another object of the present invention is to provide a
training device that is relatively easy to manufacture, durable and
that can be easily and inexpensively repaired without having to
replace the entire device.
[0008] Still another object of the present invention is to provide
a training device that is flexible enough to be used to train
students of different skill levels such as beginner, intermediate
and advanced.
[0009] Another objective of the present invention is to provide a
training device with which a user can interactively exchange
information electronically, thereby eliminating the probability of
error in manual data transmission, saving time and money in
training efforts and providing a device that can be used for online
training sessions.
[0010] Additional objects and advantages of the invention will be
set forth in the description that follows, and in part will be
apparent from the description, or may be learned by practice of the
invention. The objects and advantages of the invention may be
realized and obtained by means of the instrumentalities and
combinations pointed out in the appended claims.
SUMMARY
[0011] To achieve the foregoing objects, and in accordance with the
purposes of the invention as embodied and broadly described in this
document, there is provided an improved training system and for
teaching and demonstrating the principles of problem solving using
tools and techniques of applied statistics, Six Sigma, lean
manufacturing and other process excellence techniques. A training
system according to the present invention includes an interactive
catapult training device. The device includes a base and a hub
fixed to a position with respect to the base and removable from the
base. A swing arm is coupled to and rotatable about the hub from a
first angle to a second angle, the swing arm being removable from
the hub. A cup is fixed to a position with respect to the swing arm
and adapted to receive a projectile, the cup being removable from
the swing arm. A spring is coupled between a first coupling point
fixed with respect to the base and a second coupling point on the
swing arm. The spring provides tension for setting the swing arm in
motion from the first angle to the second angle. The spring can be
removable from the first and second coupling points. The device
preferably also includes means for varying and measuring each of
the first coupling point, the second coupling point, the first
swing arm angle, the second swing arm angle, the hub position with
respect to the base and the cup position with respect to the swing
arm.
BRIEF DESCRIPTION OF THE DRAWINGS
[0012] The accompanying drawings, which are incorporated in and
constitute a part of the specification, illustrate the presently
preferred embodiments of the invention and, together with the
general description given above and the detailed description of the
preferred methods and embodiments given below, serve to explain the
principles of the invention.
[0013] FIG. 1 is a perspective view of one embodiment of a catapult
training device according to the present invention showing the
device assembled and clamped to a table top for operation.
[0014] FIG. 2 is a perspective view of the device of FIG. 1 showing
the device collapsed for disassembly and packed for ease of
transportation.
[0015] FIG. 3 shows front, end, top and bottom facing views of the
base of the training device of FIG. 1.
[0016] FIG. 4 shows front, end, top and bottom facing views of the
linear arm of the training device of FIG. 1.
[0017] FIG. 5 shows front, end, top and bottom facing views of the
swing arm of the training device of FIG. 1.
[0018] FIG. 6 shows front, end, top and bottom facing views of the
annular arch of the training device of FIG. 1.
[0019] FIG. 7 shows front, end, top and bottom facing views of the
arch clamp bracket of the training device of FIG. 1.
[0020] FIG. 8 shows front, end, top and bottom facing views of the
arm brackets of the training device of FIG. 1.
[0021] FIG. 9 shows front, end, top and bottom facing views of the
ball cup of the training device of FIG. 1.
[0022] FIG. 10 is a front facing schematic view of the training
device of FIG. 1 showing the device in operation and illustrating
the input variables by two-way arrows.
[0023] FIG. 11 is a front facing schematic view of another
embodiment of a training device according to the invention, which
device operates using a compression spring.
[0024] FIGS. 12a and 12b show graph sheets of a graphical
measurement system according to the invention, which can be used to
characterize the output of the training device as either linear
distance of launch or angle of deviation of launch from the launch
center line.
[0025] FIG. 13 is a perspective view of still another embodiment of
a training device according to the present invention, which
utilizes a tethered ball that is easily retrievable.
[0026] FIG. 14 shows the front, side, top and bottom facing views
of the training device of FIG. 13.
DESCRIPTION
[0027] Although preferred embodiments and methods of the invention
are described in the following description and illustrated in the
accompanying drawings, it will be understood that the invention is
not limited to the drawings disclosed, but is capable of numerous
rearrangements, modifications, and substitutions of parts and
elements without departing from the spirit of the invention. The
present invention is therefore intended to encompass such
rearrangements, modifications and substitutions of parts and
elements as fall within the scope of the invention.
[0028] The present invention provides an improved training system
for characterizing and optimizing a process output variable as a
function of the process input variables to help the user comprehend
how businesses today can reduce their internal cost of operation
and grow their top line of sales for overall profitability.
[0029] Referring to FIG. 1, a preferred embodiment of the system
according to my invention includes a catapult device 10 that can be
used to launch a projectile such as a ball at a distance that can
be predicted based on input settings of the catapult device 10.
FIG. 1 shows the device 10 assembled and clamped to a table top for
operation. The device 10 includes a base 12 having a slotted track
14 formed in its upper surface 15, a linear arm 16 having a slotted
track 18 formed in one side along a portion of its length, a
semicircular annular arch 20 having a raised track 22 along its
inner edge, a base 23 and an inner hub 24, and an angular swing arm
26 having one end rotationally mounted to the hub 24 so that the
swing arm 26 can swing along the arch 20. The arch base 23 fits
within the base slotted track 14. The swing arm 26 also has a
slotted track 28 formed along a portion of its length. A tension
spring 30 is coupled between the linear arm 16 and the swing arm
26. A ball cup 32 is mounted to the swing arm 26 for holding a
projectile, which preferably is a magnetized or metal-coated
plastic ball. In operation, the training device 10 is clamped to a
surface such as a table top 33 using one or more C-clamps 35, which
hold the base 12 tightly in place to prevent movement from the
operation impact and vibration of the swing arm 26.
[0030] Referring to FIG. 3, the base of the training device is
shown in more detail. Disposed on the base top surface 15 is a
linear scale 34. The linear scale 34 is aligned with the slotted
track 14 to measure the position of the annular arch with respect
to the linear arm 16. The linear scale 34 can be removably mounted
into a recess or grooved track in the base top surface, which
allows for the option of using different versions of the scale
(i.e., versions having FPI units of measurement, SI units of
measure or discrete versus continuous increments). In one preferred
embodiment, the linear scale 34 can be a laminate film made out of
a plastic that has flexibility, durability and resistance to
moisture and other environmental substances.
[0031] Integrated into the device base 12 is a self-retracting
measuring tape 36. In a preferred embodiment, the measuring tape
can be mounted in a recess 38 formed in the bottom surface of the
base 12. The measuring tape 36 is aligned so that the tape 40
extends parallel to the base slotted track 14. A lip 42 disposed at
the end of the tape of the arch extends beyond the edge of the base
12 and is held against the base by the spring tension of the
self-retracing measuring tape. In this configuration, the measuring
tape 36 can be used to measure the distance that a ball is launched
by the training device 10. Integration of the measuring tape into
the base 12 in this manner advantageously avoids having to provide
a separate measuring tape which would have to be carried separately
and is likely to be misplaced. The base recess 38 also can have
hooks 44 mounted within it for storing one or more spring 30, such
as during transportation or packaging.
[0032] Referring to FIG. 4, the linear arm 16 of the training
device is shown in more detail. As previously described, the
slotted track 18 is formed in one side of the linear arm 16 along a
portion of its length. An arm bracket 46 fits over the top of the
linear arm 16 and can be slidably moved along the arm's length. The
arm bracket 46 is held in place on the arm 16 by a set screw 48
which extends into the slotted track 18 and can be screwed down to
engage and lock against the bottom of the slotted track 18. FIG. 8
shows the arm bracket in more detail. Mounted to the arm bracket 46
is a hook 50 for holding an end of the tension spring 30.
Positioned on the side of the linear arm 16 opposite the slotted
track 18 is a linear scale 52, which is similar in design to the
linear scale 34 previously described, except that arm linear scale
34 is longer to accommodate the length of the linear arm. At the
bottom of the linear arm 34 is a tab 54, which is sized to fit
closely into the base slotted track 14. When assembled (see FIG.
1), the linear arm 16 is slidably mounted to the base 12 by
inserting the linear arm tab 54 into the base slotted track 14. The
linear arm 16 is held in place by a clamping screw 56 inserted
through the base 12 into the bottom of the linear arm 16 until the
head of the clamping screw 56 locks against base 12. In this
configuration, the mounted position of the linear arm 16 can be
continuously varied along the base slotted track 14, thereby
providing a variable input for the catapult device 10, which
variable input can be measured by the base linear scale 34. Also,
the mounted position of the arm bracket 46 can be can be
continuously varied along the linear arm slotted track 18, thereby
providing another variable input for the catapult device 10, which
variable input can be measured by the arm linear scale 34. An
adjustment for adjusting the height of the linear arm 16 with
respect to the base 12 can provide still another variable input.
This can be achieved by providing one or more a height adjustment
screws in the base of the linear arm 16 that can be raised or
lowered to set the height of the linear arm 16 to the desired
level. Appropriate linear scales to measure this height adjustment
can be incorporated. Because the tension spring 30 can be removed
and replaced, tension springs having different tensions can be
used, thereby providing another variable input to the device.
[0033] The tension spring 30 provides the required force for
setting the swing arm 26 in motion to launch a ball. Using the
spring 30 rather than a rubber band, such as has been used in
previous devices, provides a number of advantages. One advantage is
that the spring component allows for non-destructive testing and
calibration via characterization prior to its use. The spring can
be characterized using a tension meter to determine the effect of
wear and tear if any. This is impossible with the prior art devices
using rubber bands, as testing the rubber band will change its
elasticity significantly unless destructive testing is employed at
a significant cost in time and money. It will be understood that
the tension spring 30 can be implemented using any suitable spring
mechanism for providing the necessary spring action to launch a
ball from the device.
[0034] Referring to FIG. 5, the angular swing arm 26 of the
training of the training device is shown in more detail. At one end
of the swing arm 26 is a fork 27 for mounting the swing arm 26 to
the arch hub 24. The swing arm fork 27 fits over the annular arch
20 and arch hub 24 and is rotatably mounted to the hub 24 using a
hub bolt 29 secured with a washer and nut so that the swing arm 26
can pivot about the hub 24 and swing freely along the arch 20. A
swing arm bracket 60 fits over the top of the swing arm 26 and can
be slidably moved along the arm's length. The arm bracket 60 is
held in place on the swing arm 26 by a set screw 62 which extends
into the swing arm slotted track 28 and can be screwed down to
engage and lock against the bottom of the swing arm slotted track
28. Mounted to the swing arm bracket 60 is a hook 64 for holding an
end of the tension spring 30. Positioned on the side of the swing
arm 26 opposite the slotted track 28 is a linear scale 66, which is
similar in design to the linear arm scale 52 previously described.
A ball cup bracket 68 also fits over the top of the swing arm 26
and can be slidably moved along the arm's length. The ball cup
bracket 68 also is held in place on the swing arm 26 by a set screw
70 which extends into the swing arm slotted track 28 and can be
screwed down to engage and lock against the bottom of the swing arm
slotted track 28. In this configuration, the mounted position of
each of the swing arm bracket 60 and the ball cup bracket 68 can be
can be continuously varied along the swing arm slotted track 28,
thereby providing additional variable inputs for the catapult
device 10, which variable inputs can be measured by the swing arm
scale 66.
[0035] FIG. 9 shows the ball cup bracket 68 in more detail.
Preferably, the ball cup 32 is a truncated cone and serves to hold
the ball in place by being positioned at an angle to prevent the
ball from falling out due to gravitational force. The ball cup 32
can be mounted to the ball cup bracket 68 using any suitable means.
In one preferred embodiment, the ball cup 32 is mounted to the ball
cup bracket 68 by a mounting screw 80 inserted through the bottom
of the ball cup 32 and into a threaded hole in the ball cup bracket
68. In another preferred embodiment, the ball cup 32 can be
attached to the ball cup bracket 68 in such a fashion that the ball
cup 32 can be rotated and tightened so that the angle of the ball
cup 32 with respect to the ball cup bracket 68 can be varied and
still remain stable during the operation of the swing arm 26,
thereby providing another variable input to the device.
[0036] Referring to FIG. 6, the annular arch 20 of the training
device 10 is shown in more detail. As previously described the
annular arch 20 has an arch base 23 that is sized to fit within the
base slotted track 14. In this position, the annular arch 20 is
held rigidly in place on the device base 12 by mounting bolts 72.
In one form, these bolts can be screwed into threaded holes in the
device base 12. In a preferred form, they can be inserted from
underneath the base 12 through the slotted track 14 and into
threaded holes in the arch base 23, thereby allowing the position
of the arch 20 to be varied along the track 14. In this form, the
heads of the arch mounting bolts 72 also avoid interfering with the
movement of the angular arm 16. The arch 20 also can be designed to
have a height adjustment with respect to the base 12, thereby
providing yet another variable input. This can be achieved by
providing one or more a height adjustment screws in the arch base
23 that can be raised or lowered to set the height of the arch to
the desired level. Appropriate linear scales can be incorporated to
measure this height adjustment. Disposed on the arch base 23 is the
arch hub 24, to which the swing arm 26 is mounted. Clamp brackets
74 can be mounted to the annular arch 20 for limiting the angular
movement of the swing arm 26 by acting as stops on the annular arch
20. Referring to FIG. 7, the clamp bracket 74 is shown in more
detail. Each clamp bracket 74 is a U-shaped bracket that is sized
to fit over the annular arch 30. Set screws 76 inserted through a
hole in each leg of the clamp bracket 74 can be tightened to engage
the raised track 22 on the inside of the annular arch 20 and to
hold the clamp bracket in place. Positioned on the outside of the
annular arch 30 is a linear scale 78, which is similar in design to
the linear scales that have previously been described. In this
configuration, the position of each of the clamp brackets 74 can be
continuously varied along the annular arch, thereby providing
additional variable inputs for the catapult device 10, which
variable inputs can be measured by the arch linear scale 78.
[0037] FIG. 10 illustrates the training device of FIG. 1 in
operation and illustrates by two-way arrows the adjustments that
can be made to the device that represent input variables. As
previously described and shown in FIG. 10, the configuration of the
training device provides the instructor and user at least eleven
possible variables from which to select (shown as two-way arrows on
FIG. 10).
[0038] Referring to FIGS. 10, 12a and 12b, a graphical system for
measuring the distance of a ball launched by the training device 10
is shown. This measurement system can eliminate the need for
mechanical measuring tapes that have been used in the past to
measure the distance of ball launches. The graphical measurement
system includes a graph sheet 84 with appropriate linear distance
graduations. Preferably, the graph sheet 84 includes a left graph
portion 86 and right graph portion 88, which can be located on the
table top 33 between 0 and 120 inches from the point of launch
(considered the center of the base 12) with the right graph and
left graph portions located on either side of a center line that
aligns with the base slotted track 14. The graph sheet 84 can be
placed under a sheet of carbon paper or other pressure sensitive
sheet 90 to mark the impact of a launched ball. Preferably, a
transparent sheet 92, such as a sheet of plastic film or
transparent paper, is sandwiched between the graph sheet 84 and the
pressure sheet 90. When the transparent sheet 92 becomes covered
with pressure sheet markings that prevent its further use, it can
be replaced by a fresh transparent sheet 92. The user only needs to
replace the transparent sheet in those areas where the markings are
densely located. The graphical measurement system also provides for
the measurement of the angle of deviation from the center line of
the graph sheet 84. The measurement of this angle provides another
output for the user to characterize and optimize in the form of a
mathematical model described as a function of the catapult training
device input variables. The graphical measurement of output
eliminates error in visual observation. The pressure paper
positioning significantly minimizes error in output measurement.
The transparent sheet 92 sandwiched between the graph sheet 84 and
the pressure sheet 90 helps increase the life of the graph sheet.
With this system, balls can have protrusions formed on their
surface for making clearer marks on via the pressure sheet 90,
resulting in higher accuracy and precision in measurements.
[0039] FIG. 11 shows an alternative preferred embodiment of a
training device 10 according to the present invention. Referring to
FIG. 11, the training device 10 includes a compression spring 82
for setting the swing arm 26 in motion, rather than a tension
spring. The compression spring 82 has a cylindrical socket fixture
84 on one end for receiving the end of the spring. The socket 84
can be threaded so that the end of the spring 82 can be screwed
into it. The socket fixture 84 can be constructed similar to known
designs of flashlights wherein the batteries are held in place on
the bottom by having spring coils helically screw into a threaded
cap. The socket fixture 86 is attached to the swing arm bracket 60.
A similar socket fixture 86 is attached to the other end of the
spring 82 and is mounted to the base 12. For storage and transport,
the compression spring 82 can be placed in a storage cylinder (not
shown) that can be stored in the base recess 38.
[0040] In the configuration of FIG. 11, the linear arm 16, bracket
48 and tension spring 30 are not necessary. By providing these
parts, however, the user can have the option of operating the
training device 10 in the tension mode (see FIG. 10) or in the
compression mode (see FIG. 11). To change the training device 10
from the tension mode to the compression mode, the user need only
remove tension spring 30, remove the linear arm 16 from the base
12, and move the arch 20 forward in the base slotted track 14
toward the location where the linear arm 16 was mounted. The user
then can attach the compression spring 82 as previously described.
This choice of operating in compression mode allows the elimination
of the linear arm 16 while providing the instructor and user at
least eleven possible input variables from which to select (shown
as two-way arrows on FIG. 11).
[0041] An alternative embodiment of the training device 10 can use
a torsional, spring mechanism, similar to that found in an airline
safety belt, which provides a rotational force about the arch hub
24. Such an embodiment eliminates the need for the linear arm 16.
In addition, the arch 20 can be eliminated and additional hooks can
be added to the swing arm 26 and base 12 to hold a string that
measures the stop angle of the swing arm 26. A linear scale can be
added to measure the starting angle position for the swing arm.
[0042] The fundamental component parts of the training device
according to the present invention can be made of plastic with
higher strength-to-weight ratio than that of materials used in
previously known devices. The training components can be
manufactured either by machining or injection molding processes.
The components can be assembled for operation of the training
device 10 and disassembled for convenience of storage and
portability. They can be of the snap-fit type or threaded type for
assembly and operation. For the securing the components in a packed
configuration (see FIG. 2), they can include securing means such as
magnets, removable adhesive or Velcro.
[0043] Linear scales used for visual measurement of input variables
can be universal. Different units of measurement or modes of input
variables can be used. The device can be collapsed using Velcro
patching for compact placement. Input and output data can be
recorded manually, mechanically, or electronically. The device can
be made out of metal, plastic or a combination for durability.
Component parts can be made of material that is opaque or
transparent for aesthetic appearance. A tape or pre-designed graph
can measure the distance/angle output variable. A timer, such as an
electronic timer or an integrated clock, can measure the output
variable for cycle time. The linear arm can be moved based on the
desired combination of input variables. The arch can be moved based
on desired combination of input variables. The scales for unit of
measurement can be separate or available in one universal system.
Discrete input options can be offered through the design of the
appropriate scales.
[0044] Advantageously, the system and method of the present
invention can be used with an interactive system that supports
e-learning and online remote instruction. The input and output data
can be managed electronically. For example, scanner technology can
be used to sense the setting of input variables. Rather than an
impact sheet, membrane technology can be used to track the output
variable data by recording the point of impact of balls launched by
the device. The input and output data can than be transmitted to a
user. A two-way digital signal processor can be used to acquire
input and output data for receipt and transmission. Electronic data
can exchanged wirelessly locally using a wireless technology such
as Blutetooth technology or over the Internet using a PDA or other
wireless device connected to the Internet.
[0045] To operate the training device 10, it must first be
assembled. A preferred sequence of assembly of the components and
set up of the device will now be described. Preferably, the device
is used on a table top. The annular arch 20 is mounted to the base
12 by fitting the arch base 25 into the base slotted track 14 and
securing it in place with the arch set screws 72. The linear arm 16
is mounted to the base 12 by fitting the tab 54 into the base
slotted track 14 and securing it in place with the linear arm
clamping screw 56. The user can then align the base 12 with the
edge of the table top 33, as shown in FIGS. 1 and 10. The base 12
is clamped in this position using the C-clamps 35. The swing arm 26
is mounted to the annular arch 20 by sliding the annular arm fork
27 over the arch 20 and arch hub 24 and securing it in place with
the hub bolt 29, washer and nut so that the swing arm 26 can pivot
about the hub 24 and swing freely along the arch 20. The clamp
brackets 74 are mounted to the arch 20, with one bracket 74 being
mounted on each side of the swing arm 26. The linear arm bracket 46
is mounted to the linear arm 16 by sliding the bracket over the end
of the arm 16 and tightening the set screw 48 and the swing arm
bracket 60 is mounted to the swing arm 26 by sliding it over the
end of the arm 26 and tightening the set screw 62. The ball cup 32
is mounted to the swing arm 26 by sliding the ball cup bracket 68
over the end of the swing arm 26 and tightening the set screw 70.
The tension spring 30 is mounted between hooks 50, 64. After
mounting the spring 30, the user can reposition the clamp brackets
74 to effectively set the points on the arch 20 for starting and
stopping the swing of the swing arm 26. The assembled device 10 can
then be used to launch balls. Launched balls can be retrieved
manually, mechanically, or magnetically. Balls can be metal coated
or magnetic for easy retrieval. A vertical reflector board (not
shown) can be used for ball retrieval to minimize the number of
operators and effort needed to retrieve the balls.
[0046] To launch balls with the assembled device 10, a user places
the graph sheet 84, a transparent sheet 92 and the pressure sheet
90 the with the right graph and left graph portions located on
either side of a center line that aligns with the base slotted
track 14, as described above. The user then places a ball in the
ball cup 32 and pulls the swing arm 26 back toward the portion of
the base 12 held by the C-clamps 35 until the swing arm 26 is
stopped by the rear clamp bracket 74. When the user releases the
swing arm 26, the tension spring 30 will pull the swing arm 26
forward and launch the ball. When the ball lands on the impact
sheet 90, it will mark the transparent sheet 92 at the point of
impact. The user can measure the point of impact using the graph
sheet 84. It is then left to the choice of the user and instructor
on how to manage the input variables to modify the launch of the
ball and to collect data to create mathematical models. The input
variables can be measured using FPI and/or SI Units of measurement
and can be varied either discretely or continuously.
[0047] The output variables that can be monitored include the
linear distance from the base 12, the angle of deviation either to
the left or right of the center line of the base 12, and the cycle
time conduct a given operation. The linear distance output variable
can be measured using the integrated measuring tape 36 or the
graphical measurement system previously described, which provides
the user and instructor greater speed, accuracy and precision in
comparison to the measuring tape 36.
[0048] The training device 10 can be disassembled as follows for
convenient and compact storage in a storage box (not shown). The
ball cup 32 can be loosened and removed from the swing arm 26,
leaving the swing arm bracket 60 in place. The arch clamp brackets
74 can be loosened and moved apart on the arch 20, leaving them
positioned on the arch 20. The spring 30 can be removed from the
hooks 50, 64 and stored in the base recess 38 after the C-clamps 35
are removed. The swing arm 26 can be removed by loosening the hub
bolt 29, washer and nut. The linear arm 16 can be removed from the
base 12 by unscrewing the clamping screw 56. The annular arch 20
with clamp brackets 74 can be removed from the base 12 by
unscrewing the arch screws 72. All of these components can be
stored in the storage box along with balls used for launching.
[0049] Referring to FIGS. 13 and 14, another embodiment of a
training device 10 according to the present invention can launch a
ball that is easily retrievable at a desktop level. The device 10
includes an arm 101 that is mounted to the base 12 by a hinge 102.
The ball cup 32 is mounted to the free end of the hinged arm 101. A
spring 106 is disposed within the base 12 and presses against the
hinged arm 101. A ball is tethered to the base by a tether 104, so
there is no need to fetch the all each time it is launched. A user
compresses the hinged arm 101 against the base 12 and releases the
hinged arm 101 to launch the ball. When the ball is launched, it
impacts an upright arm 106 mounted to the base. The training device
100 has variable inputs which will result in output variations, as
shown in FIG. 13. It can be used as a tool for demonstrating the
statistical tools and techniques. The device can be machined in
plastic and is portable, collapsible, and easy to assemble and
disassemble within minutes. It has relatively few parts and is easy
to handle while operating.
[0050] As can be seen form the foregoing, the device according to
the invention has numerous benefits over previously known devices.
It is versatile and easy to use for both instructors and students.
It provides a significantly higher number of controllable input
variables than do previous devices, as well as multiple output
variables, for simulating actual processes. It provides options for
variable input or output technology based on the appropriate level
of training. It provides options to address different skill levels
of training for user and instructor in applied statistics. A user
or instructor at a very basic level has the choice to either
restrict the use of the system to meet his simple needs or utilize
the available options for advanced learning and application. It can
be set up in various configurations by removing or substituting
certain components without changing the fundamental component
parts. It can be used to demonstrate the effects of variables in
any given process and is not limited to any specific industry or
process application. It is versatile enough to demonstrate the
advantages of incorporating continuous inputs technology and data
transfer technology. The invention is applicable to and suits
academic, industrial, government, military as well as nonprofit
business operation type environments. With the device of my
invention, training is faster and costs less time and manpower to
operate. It makes true mathematical modeling possible.
[0051] The device of my invention also is easy to use and provides
improved speed, ease, precision and accuracy of measurement. It
utilizes an integrated, graphic input and output measurement system
that reduces time and error in measuring time, angle and distance
output variables. The system can use a combination of discrete,
continuous, FPI and SI units of measurement by simply swapping
appropriate linear scales. The system effectively eliminates the
possibility of error in the setting of the input variables. The
inputs and outputs can be managed manually or electronically.
Management of the inputs and outputs electronically can allow for
instruction and use of the training system by people with a limited
mobility, hearing, sight, or our use of their hands. The electronic
data management also can allow for avoiding mistakes in the input
process, such as by using an alert system to warn the user in the
event an input variable is in error, thereby eliminating the chance
of an unwanted run or operating step. Recording the data
electronically or through an automated measurement system, as
opposed to reading it visually, also can help eliminate or reduce
errors as well as the system operation time. Because it is easy to
use, the device allows the user and instructor to manage in-class
training activity with less manpower and without a group of
trainees per system and trainees having to necessarily leave their
desk for practical demonstration sessions.
[0052] The device of my invention is easy and inexpensive to
manufacture and repair. It can be fabricated using automated
machining processes, thereby eliminating the opportunities for
variation due to operator skills. Its components can be constructed
of durable, lightweight material that is resistant to wear. If a
component is damaged, it can be replaced without the need of
replacing the entire device. The device is easy to store and
transport. It is lightweight and can be readily disassembled for
storage and transportation.
[0053] The device is suitable for use in e-training or online
training. Because input and output variable data can be managed
electronically, e training can be achieved through Internet web
hosting of the input and output variable data, either locally or
remotely.
[0054] It will be understood by those of ordinary skill in the art
that other arrangements and disposition of the aforesaid
components, the descriptions of which are intended to be
illustrative only and not limiting, may be made without departing
from the spirit and scope of the invention, which must be
identified and determined from the following claims and equivalents
thereof.
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