Lip Balm/Hand Salve
Production Line
Ohimai Aisiku
Stephanie Bloechl
Kenneth Costello
Jessica Dill
Jeff Lariviere
1
Agenda

Problem Definition


Problem Statement, Customer Requirements, Engineering Requirements, House of
Quality
System Design

Functional Decomposition, Morphological Chart, Concepts, Pugh Chart, Selected
Concept, Risk Assessment

Detailed Design

Feasibility

Test Plan

Questions
2
Problem Definition
3
Problem Statement



Original State of Production

Very long process – not safe for student use

Cant keep up with customer demand
Desired State of Production

Process is safe for students to participate in

Process is able to keep up and exceed customer demand
Main Constraints

Student Safety

Easy to Clean
4
Customer Requirements
1: preference only
2: nice to have
3: must have
Customer
Rqmt. #
Category
Importance
CR1
Teaching
1
Follow Healthy Urban Food System Model
CR2
Teaching
1
Maximizes STEM input
CR3
Teaching
2
Involves student in each step of process
CR4
Physical Constraints
3
Fit in allotted classroom space
CR5
Physical Constraints
1
Maximizes use of recycled material
CR6
Physical Constraints
2
Portable
CR7
Ease of Use
3
Easy to clean
CR8
Ease of Use
2
Easy to set up and tear down
CR9
Diversity
1
For ages 8 and up
CR10
Diversity
1
Can be used at multiple schools and locations
CR11
Cost
3
Within budget
CR12
Cost
1
Multipurpose
CR13
Cost
3
Financially self-sustaining
CR14
Safety
3
School safe
CR15
Safety
3
Sanitary
Description
5
Customer Requirements
1: preference only
2: nice to have
3: must have
Customer
Rqmt. #
Category
Importance
CR16
Safety
3
Too large to choke on (based on safety standards)
CR17
Engage Students
1
Fun
CR18
Engage Students
1
Team Oriented
CR19
Durable
2
Resistant to vandalism
CR20
Durable
2
Long product life
CR21
Durable
2
Easy to repair
CR22
Durable
2
Low maintenance
CR23
Product Creation
3
Makes usable product
CR24
Product Creation
2
Adjusts to different ingredients
CR25
Product Creation
2
Adjusts to different containers
CR26
Process Related
2
Process is quick
CR27
Process Related
3
Can heat beeswax to liquid
Description
6
CR28
Process Related
3
Can strain product to mostly particulate-free
CR29
Process Related
2
Dispensing of hot liquid is automated
Engineering Requirements
rqmt. #
Source
Engr. Requirement (metric)
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
PRP
PRP
CUSTOMER
CUSTOMER
PRP
PRP
PRP
CUSTOMER
CUSTOMER
PRP
CUSTOMER
CUSTOMER
PRP
PRP
CUSTOMER
PRP
Footprint Size
Weight - individual components
Elapsed Process Time
Yield Size Capability
Adjustable Height Range
Prototype Cost
Manufacturing Cost
Heating Element Temperature Range
Number of Students Involved
Time to clean
Percentage of single use material that is compostable
Degree of automation of pouring process
Storage Size
Breaktown/set up time
% acceptable products based on oz
Maximum particle size after straining
S17
S18
S19
PRP
CUSTOMER
PRP
Minimize student contact with heating source/hot liquids
Degree of automation of capping process
No parts smaller than lip balm cap
Unit of
Measure
Marginal Value
sq ft
lb
hr
oz
ft
$
$
°F
students
min
%
degree
sq ft
min
%
in
12'x3.5’
30
6
130
2-3.5
800
140-160
20
30
50%
Partially automated
6'x6'
<60
90%
0.01"
binary
degree
in
N/A
Partially automated
0.61" x 0.67"
Ideal Value
15
4
200
15
95%+
Highly automated
<30
95%
0.005"
7
Highly automated
0.61" x 0.67"
CR1
CR2
CR3
CR4
CR5
CR6
CR7
CR8
CR9
CR10
CR11
CR12
CR13
CR14
CR15
CR16
CR17
CR18
CR19
CR20
CR21
CR22
CR23
CR24
CR25
CR26
CR27
CR28
CR29
Follow Healthy Urban Food System Model
Maximizes STEM input
Involves student in each step of process
Fit in allotted classroom space
Maximizes use of recycled material
Portable
Easy to clean
Easy to set up and tear down
For ages 8 and up
Can be used at multiple schools and locations
Within budget
Multipurpose
Financially self-sustaining
School safe
Sanitary
Too large to choke on (based on safety standards)
Fun
Team Oriented
Resistant to vandalism
Long product life
Easy to repair
Low maintenance
Makes usable product
Adjusts to different ingredients
Adjusts to different containers
Process is quick
Can heat beeswax to liquid
Can strain product to mostly particulate-free
Dispensing of hot liquid is automated
avoid choke hazards S19
capping is automated S18
minimize student contact with
heating source/hot liquids S17
% acceptable products S15
visual - is product clear after
straining S16
breakdown/set up time S14
Storage Size S13
pouring system is automated S12
% of single use material that is
compostable S11
time to clean S10
number of students involved S9
heating element temperature range S8
manufacturing cost S7
prototype cost S6
adjustable height range S5
yield size capability S4
elapsed process time S3
weight S2
footprint size S1
House of
Quality
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
8
x
x
x
x
x
System Design
9
Function Decomposition
Make Lip
Balm/Hand
Salve
Gather
Ingredients
Infuse Oil
Pick Plants
Buy
Ingredients
Dry Materials
Combine
Ingredients
Strain Oil
Measure
Ingredients
Heat
Ingredients
Stir
Ingredients
Pour into
containers
Add
Fragrance
Regulate
Temperature
Secure
Containers
Cool Liquids
Cap
Containers
Clean
Product Line
Clean
Heating
Element
Fill
Containers
Measure
amount
Label
Containers
Dispense
Liquid
10
Clean
Pouring
Element
Morphological Chart
11
Morphological Chart
12
Morphological Chart
13
Considered Concepts
Current
Concept A
Concept B
Concept C
Pick plants
Students
Students
Buy
Students
How to dry ingredients
Let sit
Drying rack
Place in jar
Spread on table
Determine source of heat for
ingredients
Natural light
Natural light
Heat lamp
Natural light
Strain the oil
Tiered straining
Tiered straining
Cheese cloth
Multiple strainers
Measuring the dry ingredients
Weigh
Weigh
Measuring cup
Weigh
Measuring the wet ingredients
Measuring cup
Beaker
Gatorade cooler with fill line
Measuring cup
Heating the ingredients
Crockpot
Engineered crockpot
Crockpot
Double boiler
Secure containers
Two planks of wood
Tray with holes
Two planks of wood
Chuck
Adding fragrance
Manual
Manual
Manual
Automated
Dispensing liquid
Pipette
Engineered crockpot
Pipette
Pump
Cooling containers
Let sit
Let sit
Fan
Water bath
Capping containers
Manual
Pen dispenser
Vacuum pressure
Manual
Labeling containers
Manual
Manual
Tape dispenser
Roll container over label to apply
adhesion force
Cleaning heating element
Soap and water
Beeswax proof material
Pot liner
Functions
Beeswax proof material
14
Cleaning pouring element
Soap and water
Soap and water
Dispose
Beeswax proof material
Pugh Chart
Concepts
Selection Criteria
safety
process speed
easy to clean
ease of use
engaging
cost
simplicity to build
sustainability
low maintenance
container security
repeatability
yield size
amount of automation
Sum + 's
Sum 0's
Sum -'s
DATUM
Current
A
B
C
+
S
-
+
+
+
S
+
+
S
+
+
+
+
S
S
S
+
+
+
+
+
+
S
+
4
4
5
6
1
6
7
2
4
15
Pugh Chart
Concepts
Selection Criteria
safety
process speed
easy to clean
ease of use
engaging
cost
simplicity to build
sustainability
low maintenance
container security
repeatability
yield size
amount of automation
+
+
+
+
S
-
Sum + 's
Sum 0's
Sum -'s
4
1
8
A
DATUM
Current
B
C
+
+
+
+
S
-
+
S
+
+
+
S
S
S
-
416
1
8
4
4
5
Pugh Chart
Concepts
A
Selection Criteria
safety
process speed
easy to clean
ease of use
engaging
cost
simplicity to build
sustainability
low maintenance
container security
repeatability
yield size
amount of automation
S
S
+
+
+
+
S
S
S
-
+
+
+
+
+
+
+
S
+
Sum + 's
Sum 0's
Sum -'s
4
5
4
8
1
4
B
DATUM
Current
17
C
+
S
S
+
+
+
+
5
2
6
Pugh Chart
Concepts
Current
A
B
safety
process speed
easy to clean
ease of use
engaging
cost
simplicity to build
sustainability
low maintenance
container security
repeatability
yield size
amount of automation
+
S
+
+
+
S
+
-
+
+
S
+
S
S
S
+
+
+
+
+
+
+
S
+
+
+
-
Sum + 's
Sum 0's
Sum -'s
5
2
6
6
4
3
C
18
7
1
5
DATUM
Selection Criteria
Selected Concept
Plants are
grown in
school
garden.
Combine
ingredients
in
homemade
crockpot.
Fill containers.
Students
pick the
plants and
place them
on the
drying rack.
Heat mixture
to at least
140° - do not
allow to
exceed 160°.
Allow to sit for
30 minutes or
until cool to
the touch.
After plants
are dried,
students
mix oil and
plants in a
large jar.
Using a
stackable
strainer,
filter plant
material out
of oil.
Measure
strained oil
using
measuring
cups.
Use triple
beam
balance to
weigh
beeswax.
Use
automatic
stirring arm
to keep
liquid from
scalding.
Add
fragrance
once mixture
becomes
homogenous.
Continue to
monitor
temperature.
Open
crockpot
spigot to
allow liquid
to flow
through
tubing to
nozzle
Select nozzle
based on
product type
(Hand salve
or lip balm)
Place cap on
container
Place labels on
finished
product.19
Clean all
components.
Effect
Over Budget
Cannot build prototype that
matches design
2
Cause
Importance
Risk Item
Severity
ID
Likelihood
System Level Risk Assessment
Action to Minimize Risk
2
2
4
Have functionally similar backup
designs, track spending throughout
project
Student Burns Themselves
Insufficient barrier between
Student needs to visit nurse,
students and heating
parents may be upset
element
1
3
3
Safeguard heating elements and keep
students from hot liquids
3
Conflicting Team Schedules
Late completion of
deliverables, team conflict
Overlap in class schedules,
other class work
2
2
4
Maintain group meeting times, assign
individual work as needed
4
Product does not match
Customer Requirements
Customer is upset, project
does not get used
Insufficient budget,
unrealistic expectations
2
Maintain open line of communication
with customer, obtain approval at
project milestones
1
Grants do not get funded
1
2
20
Importance
Severity
ID
Likelihood
System Level Risk Assessment
Risk Item
Effect
Cause
5
Conflicts with Customer
Customer is upset,
expectations are not met
Unrealistic expectations,
poor communication
1
3
3
Maintain open line of communication
with customer, obtain approval at
project milestones
6
Insufficient knowledge to
create automated system
Level of automation does not Team members have not
meet customer expectation taken appropriate classes
2
1
2
Meet with professors to ascertain
necessary information
7
Ingredients are measured
incorrectly
Product is not sellable or
undesirable
User error, poor
implementation of
measuring tools
1
1
1
Provide clear instructions and easy to
use measuring tools
8
System inadequately
cleaned
Product is not sellable or
undesirable
User error, difficult to clean
equipment
6
Provide easy to clean equipment,
ensure cleaning methods are properly
documented
2
3
Action to Minimize Risk
21
Detailed Design
22
System Layout
23
Petals/leaves in final
S1
product
S2
Strainers do not stay
securely together
Effect
Cause
Product is not sellable or
undesirable
Insufficient straining, user
error
Oil spills all over everything
Strainers not securely
fastened together
1
1
3
3
Importance
Risk Item
Severity
ID
Likelihood
Straining System
Action to Minimize Risk
3
Ensure tiered straining mechanism
meets engineering requirement for
particle size
3
Ensure students are taught to correctly
assemble strainers. If strainers seem
unsecure during testing, add security
measures.
24
Preliminary Bill of Materials
Item
Description
Vendor
Quantity
Price
(ea.)
S1
3070-6 Screen Sieves Set
American Educational through
Amazon
1
$75.35
25
Importance
Risk Item
Severity
ID
Likelihood
Heating System – Low Risk
2
3
6
Measure temperature throughout
process, adjust heat source as needed
Product spills everywhere and
Reckless kids/poor design
burns everyone
1
3
3
Secure base to table. Move assembly
away from edge of table.
Product scalds and becomes Poor design. Motor used
unusable.
inappropriately.
1
1
1
Robust motor. If motor does fail, stir by
26
hand.
Effect
Cause
H1 Overheating of product
Product boils and is unusable
Insufficient temperature
regulation
H2 Stand tips over
H3 Stirring Arm Fails
Action to Minimize Risk
Bill of Materials
Item
Description
Vendor
Quantity
Price
(ea.)
H1
Lumber
Hardware store
1
$20
H2
Plexiglas
Machine Shop
1
$0
H3
1300Watt Countertop
Induction Cooktop in Silver
Home Depot
1
$57.99
H4
Pot
Wegmans
1
$20
H5
L-Brackets & Suction Cups
Hardware Store
6
~$10
H5
Motor
Sears
1
$34
27
Heating System- Changes since last
review

Improved Base stand

Design of the mixing system


Holder sits on top of Plexiglass

Motor has spoon attached and plugs in to an outlet

Connect a thermometer to end of system
Designed holder for Plexiglas

Hinges connect each piece to each other

Track in Base to stand the pieces up
28
Effect
Cause
Product is unusable or
Over-pouring or miss-pouring
D1
additional time required to
of product
clean outside of containers
Poor implementation of
pouring system, user error
D2 Tubing/Nozzle clog
Cant fill product
Product cools too rapidly.
Poor cleaning.
Kids burn themselves
Tubing reaches unsafe
temperatures for handling
of components.
D3 Insufficient Insulation
Importance
Risk Item
Severity
ID
Likelihood
Dispensing System – High Risk
2
1
2
2
2
Action to Minimize Risk
Create robust and repeatable pouring
system
4
Insulated tubing. Maintain temperature
in pot. Ensure proper cleaning
techniques
3
Thorough heat transfer analysis of
components.
29
1
3
Dispensing System Design

1 Lip Balm = 0.15 fl oz

1 Hand Salve = 1.95 fl oz

Selected Syringe could hold:

31 lip balms

2 hand salves
30
Dispensing System Bill of Materials
Item
Description
Vendor
Quantity
Price (ea.)
D1
HFSLT No-drip faucet
United States Plastic
Corp
D2
PVC Tubing – ¼” ID x ½” OD * 25'
length
McMaster Carr
1
$14.25
D3
Foam Rubber Pipe Insulation – ½”
ID x 3/8” thick x 6' length
McMaster Carr
1
$2.54
D4
Plastic Check Valve 47245k18
McMaster Carr
2
$14
D5
Syringe 7510a805
McMaster Carr
1
$12.5
1
$3.9
31
D6
Tee-Fitting 5116k36
McMaster Carr
1
$4.75
Importance
Likelihood
ID
Severity
Container Trays – Low Risk
Risk Item
Effect
Cause
T1
Railing system cracks/breaks
Containers cannot be filled,
possible damage to
product/containers
Railings too small, students
use excessive force
1
2
2
Create robust trays and railings, perform
fatigue analysis
T2
Additional time required to
Poor implementation of
Over-pouring or mis-pouring of
clean outside of containers and pouring system, user error,
product
tray
misalignment of tray
2
1
2
Create robust and repeatable pouring
system, use easy to clean materials for trays
3
Ensure handles are large enough.
3 Encourage students to pay attention to
what they are doing.
T3
Pinched fingers
Injured kids = grumpy parents
Not large enough handle on
railings. User error
1
Action to Minimize Risk
32
Container Trays - Design

Base will be made of PVC, rails will be made of aluminum

2 socket head cap screws at each corner for stability, 4 in center for lip balm tray
33
Container Trays – Stress Analysis


Lip balm:

Max P = 687.5 lbf

Max RA = 5625 lbf
Hand salve:

Max P = 1379.2 lbf

Max RA = 5625 lbf
34
Container Trays – Preliminary BOM

Have decided to use PVC sheets

May purchase small sample to test machinability
Item
Description
Vendor
Quantity
Total Price
T1
Rigid PVC sheets
Curbell Plastics
2
$302.02
T2
Socket head cap screws – various sizes
Bolt Depot
40
$9.82
T3
6061 Aluminum bar stock – various sizes
Metals Depot
5
$96.08
35
Container Trays – Detailed Drawings
36
Container Trays – Detailed Drawings
37
Container Trays – Detailed Drawings
38
Container Trays – Detailed Drawings
39
Container Trays – Detailed Drawings
40
Container Trays – Detailed Drawings
41
Effect
Cause
Likelihood
Severity
Importance
Capping System – Medium Risk
Contamination of product
C1
during capping
Product is unsanitary,
unsellable
Student gets hands in
product, capping system not
used properly
2
3
6
Create easy to use and repeatable
capping system
Capper dispenses multiple
C2
caps at once
Additional cap must be set
aside for later use, capping
process slowed.
Spring provides too much
force, stops fail, user error
2
1
2
Ensure spring strength is appropriate,
stop mechanism is strong enough
Only some students or
teachers can load capper
Spring provides too much
force
1
2
2
Ensure spring strength is appropriate
1
1
1
Select appropriate sized barrel
1
3
3
Use standard parts, discuss design with
machine shop
ID
C3
Risk Item
Students are not strong
enough to load caps
Cap “misses” lip balm
C4
container during capping
C5
User error, capper barrel is
Need to try again, slows down
too large compared to lip
capping process
balm container
Capper design is not feasible
Need to change design
to produce
Unrealistic design
Action to Minimize Risk
42
Capping System – Design

Features soft plastic/rubber slotted disc at bottom to
allow for insertion of lip balms and retention of remaining
caps

Locking top to keep contents inside
43
Capping System – Detailed Drawings
44
Capping System – Detailed Drawings
45
Capping Force Feasibility – Testing

Testing performed to determine force required to put cap on lip balm

Container with cap lightly on top placed on scale, force gradually applied
Capping
force, lbs
4.86
5.70
4.14
6.04
4.76
6.38
5.31
5.33
5.00
4.85
Max
6.38lbs
Avg.
5.24lbs
46
Capping Force Feasibility – Spring
Selection

Use 7 lbs as a conservative required capping
force

Worst case for spring force will be when there is
only one cap in capper (spring least compressed
at this point).

Spring will have 1.5” to compress in this case

𝐹𝑠 = 𝑘𝑥; 𝑘 = 𝑠 =
= 4.67 lb/in required
𝑘
1.5𝑖𝑛
spring constant
𝐹
7 𝑙𝑏
47
Spring Selection

11.4” Free Length

11 lb/in spring constant

3.8” suggested max deflection


With ½” long caps, each capper will fit 7 caps

Estimate that the capper will take roughly the same amount of time to load and unload so two will be
made

Corresponds to less than 40 lbs of force which is reasonable for a 5th/6th grader without assistance
There is another similar length spring with a 3.8 lb/in spring constant and 6.2” max deflection

Would fit 12 caps in each capper but provides slightly less force than calculated to be required

However, calculations are conservative, so may purchase both and test
48
Preliminary Bill of Materials
Item
Description
Vendor
Quantity
Price
(ea.)
C1
Compression Spring
Axcess Springs
2
$15.38
C2
Nylon 6/6 Tubing – 7/8” OD x
3/4” ID – for barrel
McMaster Carr
5 ft (only
length sold)
$11.80
McMaster Carr
5 ft (only
length sold)
$15.38
McMaster Carr
6” x 6”
$6.89
C3
C4
Nylon 6/6 Tubing – 1” OD x
7/8” ID – for top
Neoprene Rubber sheets for
top & bottom disc – 1/8” thick
49
Bill of Materials
50
51
Feasibility
52
Time to melt beeswax

Initial feasibility done to calculate how
much improvement could be made over
customer’s current crockpot method:
Need heat flux of crock pot, know the following
Beeswax
3.985 fl. oz.
Time to melt, T
3000 seconds
Heating area of crock pot, A
329.87 in^2
0.21 m^2
Energy Required to heat mixture
237407 J
Energy Required to melt beeswax
16385 J
Total Energy Input, E
253792 J
Heat Flux of Crock Pot
397.51 W/m^2

Hot Plate Heat Flux Calcs
Heating Surface Diameter
Heating Area
Power Rating
Efficiency
Heat Flux
Assume 12" x 8" x 8" high oval
mCΔT
m*Hf
Q=E/(T*A)
Time to heat and
melt, min
117.234
107.465
99.198
92.113
85.972
80.599
75.858
71.643
67.873
64.479
7.25 in
= 0.184 m
0.02659 m^2
1300 W
25%
12222.44
Lip Balm Batch Size (250 x .15 oz):
Time to Heat and Melt
Time Improvement w/ % increase in heat flux
% improvement Flux, W/m^2
10%
437.26
20%
477.02
30%
516.77
40%
556.52
50%
596.27
60%
636.02
70%
675.77
80%
715.52
90%
755.27
100%
795.03
Have now selected hot plate and
modified batch size (lip balms and hand
salves made separately):
37.5 fl. oz.
6.293948 min
Hand Salve Batch Size (50 x 1.95 oz):
97.5 fl. oz.
Time to Heat and Melt
16.36426 min

These times do not seem realistic

A test will be done to determine actual
53
heat transfer rate
from hot plate to
product
Time to melt beeswax, cont.

For now, have reiterated previous calculations with new smaller batch sizes
for lip balm and hand salves:
Time Improvement w/ % increase in heat flux - Lip
Balm
% improvement Flux, W/m^2
10%
104.92
20%
114.46
30%
124.00
40%
133.54
50%
143.08
60%
152.62
70%
162.16
80%
171.69
90%
181.23
100%
190.77
Time to heat and
melt, min
91.606
83.972
77.513
71.976
67.178
62.979
59.275
55.982
53.035
50.383
Time Improvement w/ % increase in heat flux Hand Salve
% improvement Flux, W/m^2
10%
227.63
20%
248.33
30%
269.02
40%
289.72
50%
310.41
60%
331.10
70%
351.80
80%
372.49
90%
393.19
100%
413.88
Time to heat and
melt, min
109.783
100.635
92.894
86.258
80.508
75.476
71.036
67.090
63.559
60.381
54
Engaging?

Pick plants - Yes



Students can pour liquid into straining
system, may require some help

Students can measure wet and dry ingredients
Heating system and hot parts will be insulated
Secure containers - Yes

Students can place lip balm containers in rack
Students can use spring loaded capping
system
Label containers - Yes


Students must wait for liquid to cool
Cap containers - Yes


Students can be at least partially
involved as long as pouring system is
insulated
Cool containers - No

Heat - No


Students can place them on drying rack or in
jars
Measure - Yes



Strain - Yes


Students currently pick the plants
Dispense liquid - Yes
Dry materials - Yes



Students currently label containers
Cleaning - Yes

Students can clean parts, but may not
be necessary
Students can be at least partially involved in 9 out of the 11 steps
of the process.
55
Are students insulated from hot liquids?
Hot Plate


Approach:

Avg Height of 12 year old Male:
60.6 inches

Avg Height of 12 year old Female:
61.7 inches
Results:


Total fixture would have to be
about 3.5 feet tall.
System Designed to be 3’ tall

Heating element 2’ off table

Plexiglass 1’ tall blocking student
access to heat source
56
Tube Flow Analysis
Equations:
Problem Setup:
Results:
Given an amount of time to fill a lip balm
container, find required elevation H. Model
as assumed laminar flow through standard
¼” (.125” ID) tubing of length L+H.
Time to fill (s) Q (m^3/s) V (m/s) Re
f
0.1 4.44E-05
1.401 982.894
0.2 2.22E-05
0.700 491.447
0.3 1.48E-05
0.467 327.631
0.4 1.11E-05
0.350 245.723
0.5 8.87E-06
0.280 196.579
0.6 7.39E-06
0.233 163.816
0.7 6.34E-06
0.200 140.413
0.8 5.55E-06
0.175 122.862
0.9 4.93E-06
0.156 109.210
1.00 4.44E-06
0.140
98.289
1.25 3.55E-06
0.112
78.631
1.50 2.96E-06
0.093
65.526
1.75 2.53E-06
0.080
56.165
2.00 2.22E-06
0.070
49.145
2.25 1.97E-06
0.062
43.684
2.50 1.77E-06
0.056
39.316
major HL (m) minor HL (m) H (m)
0.065
1.139
0.060
1.399
0.130
0.569
0.015
0.634
0.195
0.380
0.007
0.408
0.260
0.285
0.004
0.301
0.326
0.228
0.002
0.238
0.391
0.190
0.002
0.197
0.456
0.163
0.001
0.168
0.521
0.142
0.001
0.146
0.586
0.127
0.001
0.130
0.651
0.114
0.001
0.116
0.814
0.091
0.000
0.093
0.977
0.076
0.000
0.077
1.139
0.065
0.000
0.066
1.302
0.057
0.000
0.058
1.465
0.051
0.000
0.051
1.628
0.046
0.000
0.046
Are students insulated from hot liquids?
Hose connecting pot to nozzle

To prevent students from burning
a safe surface temperature of the
hose material would have to be
91F.
58
Are students insulated from hot liquids?
– Tubing calculations/material selection

Start by modeling internal forced convection of beeswax almond oil mixture
through ¼” tubing to determine convection coefficient
Internal Forced Convection of Beeswax/Almond Oil Mixture
Density
ρ=
929.34
kg/m^3
Dynamic Viscosity
μ=
8.41E-03
kg/m*s
Kinematic Viscosity
v=
9.05E-06
(m^2/s)
Volumetric Flow Rate
V.=
1.48E-05
m^3/s
Pipe Mass Flow Rate
m. =
1.37E-02
kg/s
Pipe Diameter
d=
0.00635
m
Pipe Area
A=
3.17E-05
m^2
Pipe Speed
u∞ =
0.46691
m/s
Reynolds number
ReD =
327.6312
Laminar
Nusselt Number
Nud =
3.66
Conduction Coefficient of Mixture
kf =
0.186
W/m*K
Convection Coefficient
h=
107.2063
W/m^2*K
0.25
in
59
Are students insulated from hot liquids?
– Tubing calculations/material selection
T3
T2
ho,To
T1
hi, Ti
kT
kI
60
Approximate Process Time
Original
Target Process
Process Time
Time
straining oil
15
15
heating oil/beeswax mixture
180
75
filling containers
120
60
cooling containers
30
30
labeling containers
60
60
Total:
405
240
61
Material Selection

Tested: Steel, Pyrex, Stoneware, and Porcelain

Compared room temperature wax removal to cooled ice removal

Preferred method of cleaning pot


Let residual mixture cool

Use ice to loosen residual (edge of ice quickly loosens material)

Wipe clean with paper towels

Hand wash with cold water
Tubing

Run through with cold water

Use bottle brush to clean out
Test Plan
63
Test Plan


ER 1 – Footprint Size (Marginal 12’x3.5’ (double check number))

Set up entire process

Measure dimensions of set up on lab bench
ER 2 – Weight of individual components (marginal: <30 lbs; ideal < 15 lbs)


Weigh each component to ensure meet engineering requirement
ER 3 – Elapsed Process Time (marginal: 6 hrs, ideal: 4 hrs)

Using a stopwatch measure time to make a batch from beginning to end

Also measure time duration of each subsystem to identify any issues
64
Test Plan

ER 4 – Yield Size Capacity


ER 6 – Prototype Cost


Not testing – used in design
Not testing – monitor spending throughout process
ER 7 – Manufacturing Cost

Not testing
65
Test Plan

ER 8 – Heating Element Temperature Range

Obtain thermometer

Compare thermometer readings with hot plate display

Provide detailed list for users limiting which settings should be used

ER 9 – Number of Students involved

ER 10 – Time to clean

Once process has been run to completion; time duration of cleaning
66
Test Plan


ER 11 – Percentage of single use material that is compostable

At current point, there are no single use materials

If any begin to be used, record which type of materials are being used
ER 12 – Degree of automation of pouring process


Not testing – used in designed
ER 13 – Storage Size

Disassemble set up and measure space requirement for storage
67
Test Plan



ER 14 – Breakdown/set up time

Allow typical user to practice how to assemble components

Time typical user setting up
ER 15 – Percent acceptable products based on oz

Allow users to become familiar with set up

For each batch, record amount of product being placed in pot and number of
ER 16 – Maximum particle size after straining

Have students test each strainer to visually see what oil looks like after straining

Design will include small enough holes to meet requirement
68
Test Plan

ER 17 – Minimize student contact with heating source/hot liquids


ER 18 – Degree of automation of capping process


Not testing – used in design
ER 19 – No parts smaller than lip balm cap


Once system is in use, measure temperature at points of concern
Measure any parts that appear smaller than safe for students
Test heating element at various set points with set amount of water to
determine flow of heat into system for use with feasibility analysis
69
MSD 2 Project Plan
70
Questions?
71