Measurement 45 (2012) 2346–2358

Contents lists available at SciVerse ScienceDirect

Measurement
journal homepage: www.elsevier.com/locate/measurement

Review

Training in coordinate measurement using 3D virtual instruments

Călin Neamtßu a,⇑, Dan Hurgoiu a, Sorin Popescu a, Mihai Dragomir a, Herbert Osanna b
a
Technical University of Cluj-Napoca, Department of Design Engineering and Robotics, Bd. Muncii 103-105, 400641 Cluj-Napoca, Romania
b
Vienna University of Technology, Department for Interchangeable Manufacturing and Industrial Metrology, Karlsplatz 13/3113, A-1040 Vienna, Austria

a r t i c l e i n f o a b s t r a c t

Article history: Coordinate metrology is a subject that has evolved driven by two important vectors: hard-
Available online 8 October 2011 ware and software development. At present, most 3D measuring software offer features for
offline programming of the Coordinate Measuring Machines (CMM). A few software solu-
Keywords: tions enable the simulation of both the CMM and other elements involved in the measuring
CMM training process, such as the human operator or an automated system for loading and unloading the
Virtual CMM measured parts. The paper presents the features and advantages offered by Delmia V5 for
Simulation of CMM
simulating a complete measuring environment encompassing: the CMM, the human oper-
Delmia V5
ator, a robot or automated system for manipulating the parts. The simulations developed
represent a powerful learning tool that can complement existing models for CMM training.
Ó 2011 Elsevier Ltd. All rights reserved.

Contents

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2346
2. Training models for coordinate metrology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2347
3. Theoretical model for training specialists in coordinate measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2347
4. Materials and methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2350
5. Using Delmia V5 for training in coordinate metrology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2351
5.1. Delmia V5 simulations for Level 1 or CMM user. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2351
5.2. Delmia V5 simulations for Level 2 or CMM operator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2352
5.3. Delmia V5 simulations for Level 3 or CMM expert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2354
6. Features of Delmia V5 for simulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2354
7. Results and discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2355
8. Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2357
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2358
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2358

1. Introduction

According to Kunzmann in [1], the main objective of mea-

⇑ Corresponding author.
surement science is to determine specified quantities or
E-mail addresses: [email protected] (C. Neamtßu), dan.
functional process parameters in numbers and units.
[email protected] (D. Hurgoiu), [email protected] (S.
Popescu), [email protected] (M. Dragomir), [email protected]. Acquisition of knowledge is the target of a measurement
tuwien.ac.at (H. Osanna). and the information obtained from this process is used for

0263-2241/$ - see front matter Ó 2011 Elsevier Ltd. All rights reserved.
doi:10.1016/j.measurement.2011.09.026
 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358 2347

developing know-how, and finally wisdom for managing  AUKOM Level 1 or EUKOM User stage – corresponds to
improvements in manufacturing processes and products. the beginners in the field, who should be able to prepare
Modern technologies and equipment such as Coordi- measurements and start the measurement process.
nate Measuring Machines (CMM) impose high require-  AUKOM Level 2 or EUKOM Operator stage – is the next
ments for competence to all those involved in their step, where a person is supposed to design the mea-
operation. Training specialists for this field presumes, be- surement strategy, assess tolerances and interpret mea-
sides theoretical knowledge, the necessity to acquire prac- surement results.
tical abilities for the efficient and safe use of equipment, as  AUKOM Level 3 or EUKOM Experts stage – as the
well as experience in operating these complex and expen- final stage it enables the specialist to also address
sive machines [2]. measurement uncertainties and measurement
Until now, a few training models/concepts have been optimizations and it requires them to be able to
developed for this field. These models place a great deal guide the development of the lower specialization
of importance on e-learning, a valuable instrument for levels.
training CMM specialists along with classical instru-
ments and hands on training. Using simulation as an In the case of the CMM Club Italy model, the specialists are
instrument for training has obvious advantages: an divided into two categories:
operator can acquire abilities and experience in a virtual  CICPND – consisting of three levels for user and opera-
environment at each phase of its development before tor training only.
actually using the real CMM. Simulation-based training  CEPAS – comprised of two levels for experts in CMM
enables experimentation in a risk free environment measurements [7].
and provides a considerable insight into how a mea-
surement can be done, prior to its implementation. In The measurement process on a CMM has been con-
these cases, expensive machines are protected against ceived from the beginning as a hardware-software
improper use and can be directed towards more produc- blended solution for rapid and efficient delivery of results
tive activities. to demanding customers. Consequently, training in this
By using simulation as tool for learning, learners can ac- field must follow the same route: a mixture of virtual
quire appropriate practical experience by working on applications using dedicated environments and practical
‘‘real’’ instrumentation and by repeating the same experi- activities on CMMs. The simulated CMM is usually
ence many times [8,9]. focused on specific measurement tasks and the steps per-
The paper explores the features and advantages offered formed in virtual measurement are: choosing the CMM
by Delmia V5 INSPECT software for training CMM opera- type (from a library), configuring the probe head, defin-
tors through the use of simulation as the main instrument ing the features to measure and simulating the
for training. measurement.
The EUKOM project proposed a framework for synchro-
nizing and harmonizing CMM training activities with a
2. Training models for coordinate metrology strong focus on vocational learning and the integration of
new learning technologies [12].
As there is an increasing demand in the industry for The training concept adopted within the EUKOM model
CMM measurements, the need for qualified personnel to is a ‘‘blended-learning’’ one with 136 h spent by each trai-
operate such equipment becomes stringent. So far, the nee in the virtual environment, for each of the three levels
training for this kind of specialists has not been standard- of the model. Fig. 1 presents the EUKOM model, highlight-
ized, but a few training concepts/frameworks have been ing the total number of online hours that are needed for
established by relevant competence centers in the field covering the study material.
[2]. Among these, we must underline the following: The AUKOM model offers the possibility for individual
study by using e-learning material (see Fig. 2) but distrib-
 EUKOM – training concept developed within the Leo- uted on CDs.
nardo da Vinci pilot project ‘‘European Training for
Coordinate Metrology’’ [4].
 AUKOM – training concept by Ausbildung Koordinaten- 3. Theoretical model for training specialists in
messtechnik, Germany [5]. coordinate measurement
 CEPAS and CICPND – training framework of Association
CMM Club Italy. Starting from the training models presented above, the
development of a new model could become redundant if
All these training concepts recognize the importance of the competencies and levels given by a classic one are
vocational training as mandatory and complementary to not considered. However, designing a new training model,
theoretical knowledge. The theoretical knowledge taught which will be able to combine the advantages of both
in the classroom must be accompanied by practice/work- real-environment training and virtual-environment one
shops that will enable the trainee to acquire the much by means of IT&C, proves to be desirable because it will in-
needed practical abilities for operating a CMM. The train- crease the adaptability of the training process to the rapid
ing concepts envision three major professional develop- hardware and software changes in the field of coordinate
ment stages for the CMM specialist: measurement.
2348 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358

Fig. 1. EUKOM model [4].

Fig. 2. Animations within the AUKOM electronic module [5].

Finkelstein defines training as ‘‘the total process  Know Who – it refers to owing information about who
of imparting and acquiring the knowledge, skill and knows how and who knows what to do.
attitudes which constitute professional capability’’  Know How – it refers to the necessary aptitudes and
[8,3]. knowledge in order to solve problems.
According to a report by the OECD (The Knowledge-
Based Economy – Organisation for Economic Co-operation If the first three components can be considered as forms
and Development) [6], knowledge is made up of some of of information/knowledge, the fourth is closer to what we
the following components: call competence, with a preponderant practical orientation
(problem solving oriented). It is necessary to mention that
 Know What – it refers to the factual knowledge, the this division among the components is only a theoretical
closest to information. one, as Know How is based on information/knowledge
 Know Why – it represents the scientific knowledge added to abilities and practical experience, and it cannot
of the principles in different scientific domains. exist by itself.
 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358 2349

The information alone is not enough for progress and tences on three directions based on the EUKOM compe-
development. In order to become knowledge, it must be tence levels:
acquired, understood, assimilated and doubled by the
capacity of the individuals to apply it in solving specific  Knowledge: concepts, principles and algorithms that
problems for the domain of interest. The model described must be known by the students in order to support
below presents such a learning process, where the ob- the capability to operate a CMM.
tained combination between knowledge and the capability  Abilities: the capacity to apply in practice this knowl-
to apply this knowledge can be defined as competence. edge, by effective operation of real CMM.
Therefore, competence brings to discussion few associated  Experience: the ability to solve problems with a grow-
concepts: ing degree of complexity, in the field of coordinate
measurement.
 Knowledge – are, in fact, representations of reality or
actions taken on reality, while being at the same time In this paradigm, the competence is the sum of three
learning products (representing the link between infor- vectors (Fig. 4): the knowledge vector, the abilities vector
mation and knowledge). and the experience vector. The model splits the study time
 Abilities – are defined as routine automated activities, of an instruction cycle into two alternative sequences:
most of them referring to a skillfulness level in perform-
ing a given task.  Sequence one: the student is trained in a real environ-
 Experience – is gained by action and exercises through ment using classic methods.
time.  Sequence two: the trainee is instructed in a virtual envi-
ronment via electronically assisted methods.
The model proposed in this paper, as it can be seen in
Fig. 3, presumes that a teaching program develops compe- The model can be geometrically described using the fol-
lowing conventions:

 The x axis – namely the axis of knowledge – indicates

the amount of delivered knowledge.
 The y axis – the ability axis – indicates the abilities
delivered.
 The z axis – the axis of the experience – indicates the
experience delivered.
 The u angle – represents the time of the system.
 The h angle – is the angle between the competence vec-
tor and the experience axis.
Fig. 3. Defining competences for the Helix Model.

Fig. 4. The Helix Model.

2350 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358

Fig. 5. Top view of the Helix Model in two possible configurations.

The spiral represents the path described by the mobile knowledge, abilities and experience vectors.The position
reference system (attached to the trainee) through the of the point C in the xyz system (the F system) is calculated
fixed reference system during the training process (compe- using the relation:
tence delivered through instruction). F
The model uses two reference system, the xyz systems C ¼ M F ½RC  M ½C ð3Þ
which is considered fixed and the mobile x0 y0 z0 system
where M F ½RC – the homogeneous transformation matrix
which is attached to the student. At the moment when
used to rotate the M system until its axes are superim-
the instruction process starts, the two reference systems
posed on the axes of the F system; M ½C – the position of
are overlapped, after which the x0 y0 z0 system rotates
the point C in the M reference system.
around the z (and z0 ) axis with a given angular speed. The
By using mathematical and geometrical relations, the
real and the virtual training environments are considered
Eq. (3) becomes:
homogeneous, characterized by constant individual in-
creases on each axis and constant speeds.
2 FR 3 2
C cos u  R C  sin u  R A
3
In the Helix Model, the competence delivered until a 6 F R A 7 6 sin u  R C þ cos u  R A 7
F
certain moment can be described as being a point on the ½C ¼ 6 F R 7 ¼ 6 ð4Þ
6 7 6 7
4 E5 4 R
E
7
5
helix with the (x, y, z) coordinates: x-knowledge, y-abilities
and z-experience. Thus, the competence vector R is the 1 1
sum of the RC, RA and RE vectors (RC – knowledge vector, F F F
The RC, RA and RE vectors represent the knowledge,
RA – abilities vector, RCA – sum of vectors RC and RA, RE – abilities and experience accumulated by the student and
experience vector): they also give the coordinates of the point C (Fig. 4) in
the fixed reference system, which represents the study
R ¼ RC þ RA þ RE ¼ RCA þ RE ð1Þ program. In practice, the values of these vectors will be
A competence level can be described by a vector R that determined through testing and they represent the end re-
results as a sum of the abilities, knowledge and experience sult of a preparation stage.
delivered to the student in order to meet the objectives of
the training plan. The model is a flexible one and allows for 4. Materials and methods
the positioning and dimensioning of the virtual environ-
ment training depending on the levels and objectives that In order to validate the virtual-environment training of
need to be achieved, and it is closely related to the back- CMM users according to the Helix Model, simulation is
ground of the trainees. Therefore, the virtual-environment used as a tool. This requires the use of a virtual CMM in or-
training time can be sometimes greater than the real-envi- der to complete some specific tasks for each competence
ronment training time and the point in time when the vir- level of the EUKOM and AUKOM models.
tual environment training starts may vary from one group Besides specialized CMM simulation software, the
to another (Fig. 5). authors have identified further solutions that can be help-
The position of the point C in the mobile system M can ful in simulating CMMs for training [10]:
be expressed using the relation:
2M 3 2 R 3  General CAD software.
x C
 CMM specialized software.
6 My 7 6 RA 7
M
C ¼ 6M 7 ¼ 6R 7
6 7 6 7
ð2Þ  Web compatible programming environments.
4 z5 4 E5  Virtual reality software.
1 1
Each software group enumerated above has both
where Mx, My, Mz are the x, y and z coordinates expressed in advantages and disadvantages. General CAD programs are
the M system; – RC, RA, RE are the scalar values of the widely used and a large number of users are familiar with
 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358 2351

Fig. 6. Measuring the distance between two planes using the command measure between from the module assembly design.

them, but they are limited with respect to functions useful cantly diminished (due to reduced need for training rooms,
for CMM simulation. Specialized software offer the best re- reduced time on the real CMM and reduced face to face
sult, comparing with the other groups, they have specific time with the trainer).
functions and specialized libraries, but they are less used
so there are fewer users that are familiar with them and
5. Using Delmia V5 for training in coordinate metrology
these users must have a high degree of specialization.
Web programming languages offer good simulation oppor-
Delmia V5 INSPECT is a powerful 3D definition and sim-
tunities, the result can be easily disseminated and the
ulation tool for inspection processes used to create and
accessibility is enhanced considerably by web distribution.
optimize part and assembly measurement processes. Del-
Virtual reality software offer the possibility to create a vir-
mia V5 INSPECT integrates seamlessly with other Delmia
tual environment with significant advantages concerning
process planning and simulation solutions, offering manu-
visualization of and interaction with the CMM.
facturers a unique collaborative environment for the shar-
A case study in which the training of CMM users is per-
ing and reuse of the most up-to-date product and process
formed with the use of specialized simulation software is
data offering a truly competitive advantage.
presented in the following section. Delmia V5 was chosen
The features offered by Delmia V5 INSPECT can be em-
as the simulation solution, as it is not specialized on a par-
ployed to achieve specific objectives that are included in
ticular CMM and it allows for the simulation of other
the AUKOM and EUKOM training models. These objectives
equipment and of the tasks of the human operator.
are highlighted in Table 1.
Real environment training is based on classic face to
face teaching techniques and the use of a real CMM for
the practical activities needed for acquiring the experience 5.1. Delmia V5 simulations for Level 1 or CMM user
required for each level. In the virtual environment, Delmia
V5 is used as a solution for training combined with elec- Coordinate systems, Location in plane, Location in space
tronic study materials. are concepts that can easily be presented in a 3D environ-
The minimal conditions necessary for implementing a ment as the one offered by Delmia V5 INSPECT. The stu-
blended learning CMM training solution as described by dent can be trained: to use various coordinate systems
the Helix Model include the availability of a real CMM and axes systems, to perform coordinate transformations
and an adequate trainer, the ownership of a Delmia V5 li- (translation, rotation), to define points in various coordi-
cense including the modules Off-line Inspection and Hu- nate systems, as well as to determine distances between
man Task Simulation and the deployment of a Learning elements.
Management System (LMS) for managing activities and Various relations between geometric features such as
learning content in the virtual environment. distance (see Fig. 6), angles, intersection and symmetry
From the point of view of the audience, the criteria for can be represented using 3D models. Another helpful feature
accepting students contain the EUKOM constraints as well is the use of projected points and lines on a plane or a surface.
as requirements concerning competences related to IT Regarding Basic elements of a CMM and Configuration
skills (e.g. abilities to use CAD software). Also, the minimal and design of CMM, Delmia V5 INSPECT includes a cata-
hardware requirements for accessing the electronic con- logue with over 80 CMM models (see Fig. 7), from major
tent of the course should be taken into account. The on-line manufacturers and also portable CMMs produced by Ro-
availability of the material (24/7) enables its study at the mer. This catalogue provides accurate 3D models of the
pace chosen by every student, with access possible from real products, making it possible to develop training simu-
any location. Moreover, the costs of training are signifi- lation encompassing CMMs from multiple manufacturers.
2352 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358

Fig. 7. CMM catalogue in Delmia V5 INSPECT.

Fig. 8. Probe head catalogues in Delmia V5 INSPECT.

Defining an alignment is an important stage in the CMM The Visual File Browser helps the users to easily recog-
measurement. In Delmia V5, it can be done by using 321 nize individual CMMs, probes, or styli (Fig. 8) from a snap-
Alignment Defining, or Alignment by Rotation and Align- shot shown on the retrieval screen. These data enables the
ment by Translation for the cases of multiple alignments. simulation of a wide variety of possible probe head config-
The operator can learn how to align the part so that the de- urations. There is even the option for defining and config-
fined alignment coincides with that specified in the uring multiple Tool Racks that can be used to store
drawings. preconfigured probe heads during the measuring process.
Positioning and fastening the part on the CMM table is Probes can be specified for each task, for all probe positions
necessary for optimizing the inspection plan. In most required, and for different tool changer stations.
cases, a part cannot be measured from a single position-
ing on the CMM table. Using simulation, the operator is 5.2. Delmia V5 simulations for Level 2 or CMM operator
trained to determine the optimum position to fasten
the part depending on the dimensions that have to be Delmia V5 INSPECT enables the operator to analyze
measured. measuring tasks, to define a measuring strategy and plan
Probe head configuration is an important stage in the the measuring sequence and the tasks of the inspection
measuring process. Using the features and cataloguess of- plan.
fered by Delmia V5 INSPECT, the user can configure differ- The CNC program is automatically generated by the
ent types of probe heads. The probe heads are selected software (Fig. 9) from the inspection plan created by the
depending on the dimensions that have to be determined operator. The output statement is a DMIS code that can
on a given part. The catalogues contain information and be sent to all peripheral output devices that are enabled
data for Manual Heads, Motorized Heads, Probes, Probe at the time the command is executed.
Extensions, Reflectors, Stylus Adaptors, Stylus Extensions, These devices can be a display terminal, a printer, a
Tool Racks and other elements. communications port, a CMM-style (vendor format) data
 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358 2353

Fig. 9. DMIS file generated by Delmia V5 INSPECT.

Fig. 10. Defining the probed features in Delmia V5.

file, which is in turn grabbed (or sent, depending on the The minimum number of probing points required for each
initiator) into a database for later analysis (SPC, root cause, feature is presented along with the use of projected points
in-process audits, etc.). Optionally, a pre-defined report and lines on planes and surfaces.
(using the REPORT command) can be associated to the If the dimensions of a feature are modified, the inspec-
OUTPUT command so that the CMM can send additional tion program will automatically update the features and
information regarding the process data. the measurement path. The measurement points will be
Defining and measuring inspection features – Delmia automatically re-generated according to the measurement
V5 INSPECT allows the operator to define and measure rules defined by the user. The software allows the user to
points, lines, planes, circles, cylinders, slots, spheres, cones model components, assemble them and then perform
and surfaces. inspection either on the whole assembly or on individual
An example of a cylinder feature is presented in Fig. 10 parts.
(definition) and 11(measurement strategy). The cylinder is Measuring/probing strategy – the operator is trained to
defined either manually by inputing the points to be choose an appropriate measuring strategy for a geometric
probed, or automatically by generating the probed points element in order to measure it as accurately as possible.
in accordance with the customizable rules. There are pre-defined strategies (left side in Fig. 11) that
The user can define features that are associative to the can be used or customized depending on the situation. An-
geometry and tolerance information given in the drawings. other option available to the user is a manual selection of
2354 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358

points that will be probed on the surface of the 3D model

(right side in Fig. 11).
Inspection plan – Pert and Gantt charts allow the optimi-
zation of the inspection plan by the user in Delmia V5 IN-
SPECT. The operator can be trained to identify the
optimum way in which the elements of the part have to
be measured.

5.3. Delmia V5 simulations for Level 3 or CMM expert

In both training models, the last level requires specific

knowledge for the generation of technical drawings and
CAD drawings, CAD interfaces, dimensioning of CAD draw-
ings and automated CAD data post processing. Delmia V5
uses the modules from CATIA V5 to accomplish these tasks.
The main advantage is that the CAD module is inte-
grated, thus offering a complete solution for CAD/CMM
simulation through the module 3D Functional Tolerancing
Fig. 12. Annotations on a 3D model using Delmia V5 INSPECT.
& Annotation (Fig. 12).
The parts and assemblies modeled in Delmia can be edi-
ted without having to change the features that need to be Human integration represents one of these unique facil-
measured because these are modified automatically ities offered by Delmia. Using the Human Task Definition
according to the changes. Eliminating the import operation (HTD) module, the proper CMM measuring process is sim-
for the 3D model eliminates possible errors that can occur ulated in the case of Romer’s portable CMMs and manually
during the import of a file. By creating the model directly operated CMMs. The entire measuring process is simulated
into Delmia the features of a part can be selected without along with options such as configuring the probe head, the
errors or interference from other elements. part fastening and the tool rack if necessary. The entire
If the design department modifies the geometry or the range of movements for a human operator can be simu-
tolerances, the inspection program will automatically up- lated. Simulations can also include different measuring
date the features and the measurement path. The measure- tasks, and they can illustrate good practices and common
ment points will be automatically re-generated according mistakes in CMM operation.
to the measurement rules defined by the user. In the HTD module, simulations for measuring with
Features like Mirroring Activities from Delmia V5 IN- portable CMMs can be created by employing a human
SPECT allow the operator to optimize the measuring strat- manikin. The operation of the CMM and specific activities
egy by using functions that ease the programming work. like changing the probe head, installing and removing the
support in the case of portable CMMs and other everyday
6. Features of Delmia V5 for simulation activities can also be simulated (Fig. 13).
The Vision function allows for the operator’s field of
There are specific elements in Delmia V5 that can yield view to be displayed in a window (red rectangle in
a more realistic simulation for the training of CMM special- Fig. 13). By using this view, several postures of the operator
ist and also allow the creation of complex simulations that while performing a task can be illustrated and the optimal
integrate multiple components in a virtual environment. visual field can be determined.

Fig. 11. Measuring strategy for a cylinder: left – automatically generated, right – custom probing strategy.
 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358 2355

Fig. 13. Human integration in the CMM simulation.

Fig. 14. Virtual environment created in Delmia V5.

Delmia V5 allows the user to program the operation of problem solving, i.e. measuring various parts with various
different types and configurations of CMMs, at the same measuring techniques.
time and within the same simulation. Also, it offers the Therefore, a complete training program should offer the
possibility of simulating a complete Virtual Environment. possibility for the students to gather both theoretical and
The modules included in the software enable the develop- practical knowledge and the experience that will allow
ment of simulations that employ not only CMMs, but also them to apply this knowledge in particular situations.
equipment used in the manufacturing of the part. Robots, The use of a real CMM for training purposes reduces the
conveyor belts and other equipment from the manufactur- productivity of this machine and completely allocates it for
ing process can also be simulated as presented in Fig. 14. training, which is usually unacceptable in industry. In
these conditions, the use of a virtual CMM proves to be a
7. Results and discussion viable solution leading towards a Virtual Learning Environ-
ment (VLE) type of the training. The Helix Model presented
The use of computer aided training in the field of coor- above proposes the use of alternative cycles of training,
dinate measurements fits the general strategy of reforming both in real and the virtual environment.
the educational systems. The classic models usually offer a Training in 3D metrology has certain peculiarities that
blended-learning training solution aimed at achieving per- facilitate the use of a blended learning solution such as
formance levels that are determined based on pre-estab- the one proposed by the Helix Model:
lished criteria. Considering the specificity of this field
(coordinate measurement), the trainees should acquire  Reduced number of students.
practical knowledge (abilities) oriented towards CMM  Specific and standardized training sequences.
2356 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358

simulating a manual CMM (including a PCMM - portable

arm coordinate measuring machine), simulating more
CMM types and simulating human operators. By simulat-
ing the activity of the human operator, there can be devel-
oped use cases with good practice examples for 3D
metrology, which can be successfully used for training in
the field.
The Helix Model can also be used for evaluating a training
program. With the help of Eq. (4) and by testing the trainees,
it is possible to determine whether the distribution of train-
ing elements is balanced with respect to the allocated time
and the characteristics of the students. The difference be-
tween the ideal values calculated with relation Eq. (4)
(which become the targets of the training program) and
Fig. 15. The ADDIE Model [11]. the values determined through classic testing can be consid-
ered as the losses of the training program and they represent
 Use for training of industrial equipment which is usu- the difference between what is provided to the students and
ally reserved for production tasks. what is actuality accumulated by them.
 The use of individual study and the level of experience Concurrently, simulating more industrial equipments
accumulated at one point must be taken into consider- (robots, carriers, manufacturing equipment, etc.) can lead
ation when developing a training program in the field of to complete training applications in which the coordinate
CMM. measurement trainee can also understand the manufactur-
ing processes and can identify potential error sources. Vir-
The length and time of real environment training de- tual CMMs are also desired for off-line CMM programming
pends on external factors, such as the level of the trainees, in order to increase the productivity and the running time
availability of resources, etc. of coordinate measurement equipment.
The Helix Model can be used both for training a new For developing a course that combines the advantages
person from scratch and for retraining an operator for a of learning both in the real and virtual environment,
new type of equipment. according to the Helix Model, the ADDIE (Analysis–De-
Even if there are no CMM simulation solutions focused sign–Development–Implementation–Evaluation) develop-
on training, the objectives of training programs, such as ment model is used (Fig. 15). This algorithm is currently
EUKOM or AUKOM, can be achieved by the use of general being followed by the implementation team until the end
simulation software. It can be noted that about a third of of the Development stage, forecasted to be completed by
these objectives can be achieved with a training solution the end of the current year.
based on CMM simulation in Delmia V5. Additional advan- In the Analysis stage, the objectives of the course have
tages for using this kind of solution should be pointed out: been established based on the EUKOM model and the

Fig. 16. Implementation model.

 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358 2357

Table 1
The AUKOM and EUKOM CMM training models [4,5].

AUKOM EUKOM
AUKOM Level 1 or CMM User U Units, lengths and angle U Measurands and units
U Coordinate systems U Location in plane
U Geometric features (overview) U Location in space
U Terms and definitions U Geometric features
U Configuration and design of CMM‘s U Geometric links
U Fixturing, soaking. . . of the part U Fundamentals of metrology (testing)
U Selecting stylus systems and optical sensors U Basic elements of a CMM
U Performing and evaluating measurements, statistics U Types of CMM
U Accuracy, measuring uncertainty U Preparation of measurements
U Fundamentals in quality management methods U Stylus configuration and qualification
U Measurements with CMM
U Evaluation and statistics
U Accuracy
U Basics – quality management
U Self-organised learning
AUKOM Level 2 or CMM Operator U Geometric features U Complete measuring sequence
U Geometrical tolerancing U Geometry
U Measuring/probing strategy U Tolerances of size
U CNC-Programming U Geometrical tolerances
U Measurement of free form surfaces U Measurement strategy
U Evaluation, documentation U Probing strategy
U Sources of uncertainty U CNC programming
U Monitoring of test equipment U Evaluation
U Statistical characteristics U Influences on measurement results
U Documentation
U Use of statistical parameters
U Statistic process control
U Inspection equipment monitoring
U Quality management
U Non-contact coordinate metrology
AUKOM Level 3 or CMM Expert U Basic block U Geometry Module Contents
U Calculation of angles, distances ... U Datums
U Fundamentals of production engineering U Geometrical tolerances
U CAD, CAD-interfaces, digitization U Digital filtering and evaluation
U Optimization of CNC programs U Measurement uncertainty
U Quality management, user qualification, quality costs U Geometry, manufacturing, CAD
U Determination of measurement uncertainty U Measurement of freeform surfaces
U Filtering U Good coordinate measurement practice
U Geometrical tolerancing for experts

characteristics of the target group have been determined 8. Conclusions

taking into account the prior knowledge required and the
infrastructure needed for participating in the course. The Simulation is a very useful instrument in training coor-
pilot group used for evaluating the analysis stage is formed dinate metrology specialists regardless of the chosen train-
by three PhD students in metrology and two CMM opera- ing model. In the case of the European models, AUKOM and
tors from industry.1 EUKOM, simulation can be implemented especially at level
Also in this stage, the Instructional Strategies and Con- 1 or CMM user. Using complex simulations developed in
straints have been established starting from the target Delmia V5, certain objectives from Levels 2 to 3 can also
group and the objectives of the course, while observing be accomplished.
the facilities of the simulation solution used, namely Del- Delmia V5 offers specific features that are not yet com-
mia V5. mon to most specialized CMM simulation software like:
In the Design stage, (Fig. 16) the Learning Units of Instruc- CAD interfaces for part modeling, assembly and digitiza-
tion have been devised for each part. In this stage, a series of tion, generation of CAD drawings and other aspects that
simulations in Delmia have been designed and then inte- are usually found in CAD software.
grated in the training solutions according to Table 1. By using several modules from Delmia V5, a complete
The Development stage is currently underway and it is virtual training environment can be created. In this envi-
centered around creating content, assignments, assess- ronment, not only the CMM operation can be simulated,
ments, and their integration into a blended learning course. but also other equipment from the manufacturing process.
For the on-line version a LMS (e-Front) will be used for Using the Human Task Definition module, simulations can
activity and learning content management. be created for portable and manual CMMs that are nearly
impossible to recreate using other software. This is partic-
ularly useful because in the case of these CMMs the human
1
Special thanks to SC MMM Autoparts SRL. operator plays the most important role.
2358 C. Neamtßu et al. / Measurement 45 (2012) 2346–2358

In the light of these insights, Delmia V5 can be consid- [4] Albert Weckenmann, et al., 2005, European Training in Coordinate –
Components of a Training Concept for Coordinate Metrology, ISBN:3-
ered a valuable tool for training CMM specialists.
88555-775-6. <http://www.cm-train.org>.
[5] Manufacturer-neutral Training in Coordinate Metrology.
Acknowledgments <www.aukom.info>.
[6] Organisation For Economic Co-Operation And Development, 1996.
The Knowledge-Based Economy. <http://www.oecd.org/dataoecd/
This paper was supported by the project ‘‘Progress and 51/8/1913021.pdf>.
development through post-doctoral research and innova- [7] CEPAS, CICPND Associazione CMM Club Italy. <www.cmmclub.it>,
tion in engineering and applied sciences – PRiDE – Contract <www.cepas.it>.
[8] Ludwik Finkelstein, Measurement and instrumentation science – an
No. POSDRU/89/1.5/S/57083’’, project co-funded from analytical review, Measurement 14 (1) (1994) 3–14.
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[10] Radu Munteanu, Daniela Popescu, Călin Neamtßu, Modern methods
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