Implementing

CAD and CAM

Contents
2
3
5
6
Introduction
What is CAD? What is CAM?
What is CAD in food technology at school?
CAD at school
7 CAD at school
8 What is CAM in food technology at school?
9 CAM at school
CAD in the food industry
CAM in the food industry
Sources of further information
Acknowledgments
4
What is expected at Key Stages 3 and 4?
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11
10
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I M P LE M E N TI N G C A D A N D C A M
Introduction
Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) are relatively new areas of
the National Curriculum for Design and Technology in England and Wales, especially in relation to
aspects of food technology. However, both are well exploited by the food industry.
The aim of this booklet is to give guidance on the appropriate use and application of CAD and CAM
within food technology at school. As with other aspects of ICT, understanding about food and learning
practical food handling skills should come first; with design, research, modelling and making being
aided by, rather than overtaken by, computer technology. It may be more appropriate to visualise with
pencil and paper, or better to make the product physically and handle the ingredients.
Key Stages 3 and 4 represent an ideal opportunity for pupils to learn important concepts concerning
food, from healthy eating principles to food preparation skills. In addition, pupils learn about the world
in which they live, understanding modern food production and processing techniques, consumer issues
and dietary changes and challenges.
Understanding and implementing CAD and CAM can represent a challenge, but these ways of
working can also provide the opportunity for pupils creativity to develop and to raise attainment. CAD
and CAM represent one new way of working, using aspects of ICT to help design and aid the making
of food products, usually in volume.
This booklet gives guidance on practical and realistic ways to implement CAD and CAM in food
technology. It does not set out to show the impossible, nor case study schools with the best equipment.
It gives a baseline of examples from which activities can be built, developed and ultimately exceeded.
In addition, industrial case studies and sources of further information are provided.
CAD and CAM in food technology at school can help pupils to:
Visualise an idea quickly and efficiently (although the reverse is also true, e.g. drawing a slice
of tomato with a computer can be time consuming and of little relevance);
Modify modelled ideas to record and evaluate the consequences of their action;
Model concepts, e.g. nutritional analysis;
Represent ideas using real-time simulations, e.g. virtual reality;
Use an outline specification proforma to aid product design;
Monitor and control production to ensure food safety and a consistent outcome, e.g. Hazard
Analysis Critical Control Point (HACCP);
Ensure accuracy, especially precise weights and measurements.
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I M P LE M E N TI N G C A D A N D C A M
What is CAD?
Computer Aided Design (CAD) has traditionally been a computer aided system for drafting, creating
and communicating a 2D design, or 3D model, for a product or components of a product. Heavily used
in electronic and mechanical engineering industries, CAD seeks to visualise a design (concept) before
making. This design can then be tested and evaluated (e.g. physical shape, size and volume,
aesthetic attributes, fluid dynamics, material suitability and testing and conductivity).
The key concept of CAD is the representation of an idea or concept using the most appropriate ICT
tools for the product that is being designed. The nature and use of CAD is relative to what is being
designed. It is therefore often the terminology and misunderstanding of the wording which excludes
CAD work from food technology lessons in school.
CAD in food technology means using a computer to aid design, or represent a concept using the most
appropriate ICT tools - from nutritional analysis to physical structure. Just because the software is
different with food, it does not mean that the same cognitive processes or fundamental reasons for using
ICT in designing are not being utilised.
What is CAM?
Computer Aided Manufacture (CAM) is a broad term used when one or more manufacturing
processes are carried out at one time aided by a computer. These may include process control, robot-
ics, measuring, monitoring and controlling production. Again, commonly used examples of CAM often
refer to engineering examples, such as car manufacture. However, analysis of the key processes used
in manufacture indicate that monitoring and controlling different processes during manufacture
(whatever these might be) are crucial to produce a consistent and high quality end product.
CAM in food technology means using computers to aid making. Although the term CAM is not a
widely used term in the food industry, computers are linked to manufacturing lines monitoring and
controlling manufacture to produce consistent and high quality end products. For example, dedicated
control systems monitor single unit operations, e.g. controlling the temperature of a heat exchanger;
they do not share the information with other computers. However, centralised control systems monitor
and control complete operations throughout manufacture; providing feedback about the entire process,
e.g. milk processing plant, fish finger production. Other applications of CAM include production line
robots deboning meat, decorating cakes, picking mushrooms and packaging chocolates.
The term CAD/ CAM is a system where numerical information is taken directly from CAD drawings
and used to control manufacturing. This is not what is required in food technology.
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I M P LE M E N TI N G C A D A N D C A M
Pupils:
use simple CAD software to develop their designs, e.g. spreadsheet for costing, DTP for physical shapes;
follow a recipe/ production plan to make single products or small batches, sometimes with the aid of
equipment that can be electronically set, e.g. microwave oven or electronic weighing scales;
Pupils:
develop their own products using more sophisticated aspects of CAD, e.g. nutritional analysis, sensory
work, simple modelling of ideas using a spreadsheet
use additional CAM equipment to manufacture their own products, e.g. develop a flow chart, use
datalogging devices or set temperature and cooking times to monitor and control consistency and accuracy;
show an increased awareness of industrial aspects of CAD and CAM through making realistic suggestions
as to how their own product may be designed or manufactured;
Pupils:
use CAD to explore the interaction of food ingredients, using an array of modelling techniques to test
theories and confirm assumptions, e.g. assess mould free shelf-life;
select the most appropriate CAM equipment to manufacture their product to ensure consistency, e.g. data
logging, desk-top machines, flow-charts which include HACCP;
can identify uses of CAD and CAM in the food industry from case study material, highlighting the
advantages in use;
consider that product design may need to be modified in relation to the operations performed by CAM.
KS3
KS4
What is expected at Key Stage 3?
The National Curriculum Design and Technology Programmes of Study for England expect pupils to:
use computers, including computer-aided design and manufacture (CAD/ CAM) and control software,
as an integral part of designing and making.
Developing, planning and communicating ideas
1h) use graphic techniques and ICT, including computer-aided design (CAD), to explore, develop,
model and communicate design proposals
Working with tools, equipment, materials and components to produce quality products
2a) to select and use tools, equipment and processes, including computer aided design and
manufacture (CAD/ CAM), to shape and form materials safely and accurately and finish them
appropriately
2d) to make single products and products in quantity, using a range of techniques, including
CAD/ CAM to ensure consistency and accuracy
What is required at Key Stage 4?
The National Curriculum Design and Technology Programmes of Study for England expect pupils to:
use ICT, including computer-aided design and manufacture (CAD/ CAM) software, control programs
and ICT-based sources for research.
Developing, planning and communicating ideas
1g) use graphic techniques and ICT, including computer-aided design (CAD), to generate, develop,
model and communicate design proposals
Working with tools, equipment, materials and components to produce quality products
2d) use computer aided manufacture (CAM) in single item production and in batch or volume
production
2e) simulate production and assembly lines, including the use of ICT
Progression
The following table highlights some aspects of progression in CAD and CAM in food technology.
Although not exhaustive, it provides a framework on which to support or stretch pupil attainment.
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I M P LE M E N TI N G C A D A N D C A M
What is CAD in Food Technology at School?
CAD stands for Computer Aided Design, not Computer Aided Drawing. Therefore, when designing
food products all aspects need to be taken into account, with the most suitable ICT tools being used to
aid the design. It is clearly not enough, or appropriate, to use graphic, orthographic or 3D drawings
to represent a food product.
CAD in food technology at school can enable pupils to:
model the energy and nutrients provided by a product using nutritional analysis packages;
calculate costing and portion size of ingredients using spreadsheet programs;
design the physical appearance of the product, if appropriate, using graphic packages;
communicate the intensity of different sensory characteristics of a product by constructing star
profiles/ diagrams;
model the mould-free shelf-life of a product, thereby investigating microbiological
considerations;
explore the interaction of ingredients, leading to a better understanding of the functional
properties of food;
generate packaging and label prototypes using integrated DTP packages.
Nutritional Analysis
model the energy and nutrients provided by a product using nutritional analysis packages
Nutritional analysis packages allow pupils to consider the
consequences of their actions when selecting and quantifying
different ingredients for their design. This allows pupils to
model the what if? question, exploring and testing different
designs to arrive at the best possible solution.
Costing and Portion size
calculate costing and portion size of ingredients using spreadsheet programs
Pupils can use spreadsheet programs to model, explore and communicate the impact of different
ingredients and portion sizes on the overall economic and physical design of their food products.
This type of activity allows pupils to model the what if? question, exploring and testing different
designs to arrive at the best possible solution.
These templates can be found at www.nutrition.org.uk/ education.html
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I M P LE M E N TI N G C A D A N D C A M
Paint Publisher ProDesk Top
Physical Appearance
design the physical appearance of the product, if appropriate, using graphic packages
Sometimes it is important to use 2D graphic, orthographic or 3D drawings to represent the design
of a food product, e.g. a novelty shaped biscuit or layered dessert. It is dependent on the food
product in question. Where a pupil has limited visualisation skills, a pre-drawn image, which can
be technically annotated, may be beneficial.
A variety of different pieces of software could be used, each with their own particular tools and
features. Depending on the Key Stage, ability and result required to communicate the design
clearly, it may be better to opt for a program already familiar to pupils, remembering that the vital
information is the technical detail, not the image.
Note: Rather than drawing individual ingredients, which could be time consuming, it may be more
appropriate to use shapes to represent their position, dimension and number.
Sensory Evaluation
communicate the intensity of different sensory characteristics of a
product by constructing star profiles/ diagrams
Sensory evaluation templates can be found at
www.nutrition.org.uk/ education.html
Microbiology and Food Functions
model the mould-free shelf-life of a
product, thereby investigating
microbiological considerations
explore the interaction of ingredients, leading to a better understanding of the functional
properties of food
Packaging and Labels
generate packaging and label prototypes using
DTP packages
Some awarding bodies require the generation of
packaging and labels in food technology.
Although, arguably, this type of work relates more
to graphic design and typography, this activity can
be useful for introducing packaging types (and
their interaction with the food they contain) and
food labelling requirements.
Some software allows the user to enter information
and then receive a standardised food label
automatically.
Some software allows the user to design their
packaging and label using a ready-made template.
The DATA CAD/ CAM in Practice CD-ROM provides
templates for food labelling, which reflect those
found on packaging.
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I M P LE M E N TI N G C A D A N D C A M
Cake
The BNF Interactive Food Facts CD-ROM incorporates Balance, a piece of industrial CAD software
used in the bakery industry (developed by Campden and Chorleywood Food Research
Association). This allows the user to model the functional properties, shelf life, physical appearance
and nutritional properties of a cake product that they design on screen.
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I M P LE M E N TI N G C A D A N D C A M
What is CAM in Food Technology at School?
CAM in the food industry monitors and controls automated processes during the manufacture of a food
product. This may include:
planning;
measuring;
monitoring;
controlling.
One constraint for working with CAM in food technology at school is lack of affordable and
appropriate equipment. Therefore, CAM at school is currently not universally viable due to financial
outlay and accommodation of specialist equipment. While some desktop devices do exist, e.g. tunnel
ovens and pasteurisers, equipment cost needs to be considered in relation to usefulness and pupil
demand. Essentially, CAM in schools is about using a computer or equipment that can be electronically
set to aid the manufacturing process. It is not about building robot arms from Lego to ice wedding
cakes or having conveyor belts installed.
CAM in food technology in school includes:
using a word processor, DTP or drawing package to develop a flow chart to aid logical
and consistent manufacture;
setting temperature and cooking times using electronic equipment to ensure consistency and
accuracy, e.g. microwaves/ oven timers;
measuring ingredients to precise tolerances to ensure a consistent
product which meets its original specification accurately, e.g.
electronic scales;
datalogging food mixtures, using pH and/ or temperature probes;
monitoring and controlling time and temperature to ensure effective
pasteurisation, or time, temperature and belt speed for a conveyor
oven to ensure even and consistent baking;
setting and monitoring electronic bread making machines, where
time (proving and baking), temperature and speed (kneading) are
monitored and controlled centrally to shape and form the product
safely and accurately.
Flow Charts
using a word processor, DTP or drawing package to develop a flow
chart to aid logical and consistent manufacture
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No
Yes
Take ingredients, put them
on a tray and weigh out what
you need in grams
accurately.
Take large bowl, sieve and
tablespoon. Spoon Ilour into
sieve and sieve gently into the
bowl.
Chop up the butter and add to
the bowl. Mix until the
mixture resembles
breadcrumbs.
Are all the
lumps sieved
out?
Chop up the Ieta cheese and
add to the bowl.
Mix in the Ieta cheese with
clean hands.
ELOW PROCESS EOR TRADITIONAL GREEK SAVOURY SCONES
Add the oregano to the
mixture.

Chop up the black olives on a
chopping board and add to the
mixture.

Mix together well, add the
water and mix into a dough.
Take out oI the bowl.
Shape into a ball, knead until
smooth.
Using a rolling pin, roll out
dough until it is 1 1/2 cmthick.
Using a pastry cutter,
tessellate the shapes to cut out
as many scones as possible, iI
necessary, knead and roll the
leIt over dough
Place the scones on a baking
tray with greaseprooI paper.
Make sure the scones are not
touching.
Place the tray through the
conveyor oven Ior 2 minutes
on the Iollowing settings: Top
365qC, Bottom 250qC, Belt
speed 850.
Whilst scones are cooking,
wash and dry cooking
equipment and clean surIace
area.
When scones are cooked,
take out oI conveyor and
place on a cooling rack to
cool down.
No
Yes
Is it 1 1/2 cm
thick?
Better Biscuits?
CAM could include the design and manufacture of a vacuum-formed biscuit mould (using food
grade plastic) for use in food technology. Arguably, this should not be an aspect of food
technology time allocation, but is more
appropriately graphics and plastics. The end
result, the biscuit mould, may be put to good use
ensuring a consistent food product, but the CAM
element has been the production of the former that
was subsequently vacuum-formed.
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I M P LE M E N TI N G C A D A N D C A M
Setting Temperature and Cooking Time
setting temperature and cooking times using electronic equipment to
ensure consistency and accuracy, e.g. microwave ovens, oven timers
Measuring
measuring ingredients to precise tolerances to ensure
a consistent product which meets its original
specification accurately, e.g. electronic scales
Datalogging
datalogging food mixtures, using pH and/ or temperature probes
Desk Top Machines
Bread Machine: setting and monitoring electronic bread making
machines, where time (proving and baking), temperature and speed
(kneading) are monitored and controlled centrally to shape and form
the product safely and accurately
Pasteuriser: monitoring and controlling time, temperature and product
flow to ensure effective pasteurisation
Conveyor Oven: monitoring and controlling time, temperature
and belt speed for a conveyor oven to ensure even and
consistent baking
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I M P LE M E N TI N G C A D A N D C A M
CAD in the Food Industry
Consumers continually demand new and novel foods and at the same time want them to be wholesome
and safe to eat, tempting and at an appropriate cost. Computer Aided Design (CAD) software has
been developed which enables the food industry to innovate and meet these new demands enforced
by the market place.
CAD software encompasses all areas of product development, from idea generation and research,
investigating the functionality and interactivity of different ingredients, producing manufacturing
flow-charts to assess food safety issues, knowledge based systems for food legislation and innovative
imaging systems for product quality and fault diagnostic purposes.
Sensory evaluation tasting results are fed directly to a computer for
statistical analysis.
Food products can be designed on screen,
allowing the user to predict the effects of
changing formulations on the product. In
addition, software can calculate water activity to predict the minimum
mould-free shelf life of a product.
Experienced bakers and technologists use software
which enable them to:
diagnose faults in product, i.e. troubleshoot;
enhance product quality;
check out processing steps to achieve quality products;
experiment and model What if...? questions.
The safefood Process Design System helps food companies minimise
the microbiological hazards in products. Dedicated checklists of
safety issues for a wide range of food ingredients, unit operations and
processes are used to ensure the highest standards.
Software guides the user through a HACCP study in a
logical and systematic way, prompting the team on points that need to be
considered at each stage. Programs allow a comprehensive
range of established and custom-made process flow diagrams to
be generated. Decision trees to hazards at each process step are
applied to determine the critical control points.
Temperatures can be predicted for almost all types of in-pack heated foods,
e.g. canned products. The effect of process deviations can be assessed on
product safety and quality before the heat transfer takes place.
I M P LE M E N TI N G C A D A N D C A M
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CAM in the Food Industry
CAM has been used by engineering companies for many years enabling them to design product parts
on a computer and transfer their physical measurements onto a tooling machine, which would then
manufacture the part. CAM is increasingly being developed by the food industry to help in the
manufacture of food products.
Over the past two decades in the food industry there has been an increasing demand for machines to
take over the more complex operations previously carried out by hand, e.g. piping mashed potato onto
a pie.
The demand has been to improve product consistency, reduce overheads and increase production
capacity. New CAM machinery has been developed in order to satisfy these demands.
Advantages of CAM within the food industry include:
reduced food wastage through efficient manufacture;
improved product consistency;
avoidance of downtime;
reduction in overheads, e.g. labour costs;
increased production capacity;
no fatigue from repetitive manufacturing demands;
improved food safety and hygiene standards;
enhanced quality control.
In-store bakeries use computer controlled ovens, monitoring time, temperature
and humidity.
Computer controlled hoppers release the exact amount of product.
Check-weighers and metal detectors ensure
uniformity, improve product consistency and food
safety and can remove product automatically from the
production line.
During frying, the temperature of the oil and speed of the conveyor belt
are precisely controlled to ensure an even finish. Previous unit
operations need to have been consistent to ensure that all products are
uniform, e.g. the thickness of batter and crumb are the same.
Kettles blend, cook and stir sauces.
Food products are packaged and labelled automatically.
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Sources of Further Information
ABK www.abknet.com
AQA www.aqa.org.uk
Armfield www.armfield.co.uk
BECTa www.becta.org.uk
British Nutrition Foundation www.nutrition.org.uk/ cadcam.htm
CCFRA www.campden.co.uk
Data Harvest www.data-harvest.co.uk
Design and Technology Association www.data.org.uk www.foodtech.org.uk
Economatics www.economatics.co.uk
Edexcel www.edexcel.org.uk
Food Forum www.foodforum.org.uk
Food Technology www.foodtech.org.uk
Frampton International www.frampton-international.com
Institute of Food Science and Technology www.ifst.org.uk
Institute of Food Research www.ifr.bbsrc.ac.uk
Qualifications and Curriculum Authority www.qca.org.uk
RHM Technology www.rhmtech.co.uk
Ridgwell Press www.ridgwellpress.co.uk
Taste of Success www.j-sainsbury.co.uk/ tasteofsuccess
WJEC www.wjec.org.uk
Acknowledgments
The British Nutrition Foundation and the Design and Technology Association would like to thank:
Jenny Elms, Jenny Ridgwell, Barbara Mottershead, Campden and Chorleywood Food Research
Association, Sainsburys, Hitchin Girls School, Institute of Food Research, Kelloggs, Meat and Livestock
Commission, Nestl UK Ltd, Robin Southgate, RHM Technology and Beauchamp College.
This booklet was written by the British Nutrition Foundation and the Design and Technology
Association.
BNF/ DATA 2002
British Nutrition Foundation
High Holborn House
52-54 High Holborn
London WC1V 6RQ
Tel: 020 7404 6504
Fax: 020 7404 6747
Email: postbox@nutrition.org.uk
Web: www.nutrition.org.uk
Design and Technology Association
16 Wellesbourne House
Walton Road
Wellesbourne
Warwickshire CV35 9JB
Tel: 01789 470007
Fax: 01789 841955
Email: data@data.org.uk
Web: www.data.org.uk