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.

Description:
RELATED APPLICATION DATA  
       [0001]     This application is based on and claims the benefit of U.S. Provisional Patent Application No. 60/549,592 filed on Mar. 2, 2004, the disclosure of which is 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. 12 a and 12   b  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&#39;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&#39;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&#39;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, 12   a  and  12   b , 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 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.