Realizing Proof of Concept in Machine Design with 3D Printing
Realizing Proof of Concept in Machine Design with 3D Printing
复制标题
通过 3D 打印实现机器设计概念验证
DOI：
10.18260/p.24646
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
A. Paudel
中科院分区：
文献类型：
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作者：
A. Paudel
《虚拟机器设计》课程旨在向机电一体化工程专业学生传授机械零部件设计的基本概念。本课程的实验部分面向机电设备的设计。学生开发他们的设计原型，以加强他们的设计和可视化技能。原型还为学生提供了动手学习的机会。3D打印机可以将CAD模型转换为实物产品，在设计师和发明家中很受欢迎。随着打印机变得更加实惠，3D打印正在从一项演示技术转变为一种动手生产设备。如今，工科学生可以用低成本的3D打印机成功地为他们的设计建立物理模型。本文探讨了三维快速成型技术在一门虚拟机器设计课程中的适用性，并报道了该技术对学生学习的影响。设计项目被分配给有选择地随机分组的学生。设计了不同发电技术的机械装置，包括静态部件和动态部件，并进行了对比研究。每个团队都选择了以下一种能源发电技术：水力发电、风能、太阳能或潮汐发电。学生们确定了他们设计的组件，并建立了这些组件的CAD模型。根据载荷类型和结构的性质，他们被要求分析力和应力；并确定其结构的大小。学生被要求设计不超过十个不同的组件，除了设计的功能要求外，还必须考虑行业标准、安全性和操作环境。虽然3D打印和传统制造都有选择，但大多数学生选择了使用ABS塑料进行3D打印来制造零部件。一旦组件被建造和组装，电气系统就被安装到一个完整的发电工作模型中。学生们根据自己的计算和分析建立了原型。学生们使用包括预期设计内容和应遵循的步骤的评分标准进行评分。设计任务分为分析工作、模拟工作和原型制作。学习的证据包括一份技术报告、一个工作物理模型和一个演示文稿。在研究结束时，使用Likert量表调查来评估这项工作的有效性
The Virtual Machine Design course was developed to teach basic concepts of mechanical component design to mechatronics engineering students. The laboratory section of the course is geared towards designing electromechanical devices. Students develop prototypes of their designs in order to strengthen their design and visualization skills. The prototypes also give students the opportunity for hands-on learning. 3D printers, which can convert a CAD model to a physical product, are popular among the designers and inventors. As the printers become more affordable, 3D printing is moving from being a demo technology to being a hands on production device. These days, engineering students can successfully build physical models of their designs with low-cost 3D printers. In this paper, the applicability of 3D rapid prototyping in a virtual machine design course is investigated, and impact of this technology on student learning is also reported. The design projects were assigned to the selectively random group of students. Mechanical devices of different energy generation technologies involving both stationary and dynamic parts were designed and prototyped for a comparative study. Each team selected one of the following energy generation technologies: hydro, wind, solar, or tidal. Students identified the components of their design and built a CAD Model of those components. Based on the loading type and the nature of the structure, they were asked to analyze force and stress; and to determine the size of their structure. Students were required to design no more than ten dissimilar components and to consider industry standards, safety, and the operating environment in addition to the functional requirements of the design. Although both 3D printing and traditional manufacturing options were available, most of the students have chosen 3D printing using ABS plastics to create their components. Once the components were built and assembled the electrical systems was installed to a complete working models for electricity generation. Students built the prototypes based on their own calculation and analysis. The students were graded using a rubric that included expected design content and steps to be followed. The design task was divided into analytical work, simulation, and prototyping. Evidence of learning included a technical report, a working physical model, and a presentation. The effectiveness of this work was assessed by using a Likert scale survey at the end of the study