But Will it Print?: Assessing Student Use of Design for Additive Manufacturing and Exploring its Effect on Design Performance and Manufacturability
But Will it Print?: Assessing Student Use of Design for Additive Manufacturing and Exploring its Effect on Design Performance and Manufacturability
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但它会打印吗？：评估学生对增材制造设计的使用并探索其对设计性能和可制造性的影响
DOI：
10.1115/detc2019-97478
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
N. Meisel
中科院分区：
文献类型：
--
作者：
Rohan Prabhu;Scarlett R. Miller;T. Simpson;N. Meisel
增材制造 (AM) 使工程师能够通过增加复杂性来改进其设计的功能和性能，而几乎无需额外成本。然而，增材制造工艺也表现出某些独特的局限性，例如支撑材料的存在，必须考虑到这一点，以确保设计能够可行且经济高效地制造。鉴于这些独特的工艺特征，对于接受过增材制造培训的员工来说，能够将增材制造 (DfAM) 的机会性设计和限制性设计考虑因素纳入设计过程中非常重要。虽然文献中已经讨论了 AM/DfAM 教育干预措施，但有限的研究调查了这些干预措施对学生使用 DfAM 的影响。此外，有限的研究探索了 DfAM 的使用如何影响学生 AM 设计的表现。本研究通过对 123 名本科生进行的实验研究来探讨这一差距。具体来说，参与者会接触限制性 DfAM 或双重 DfAM（机会性和限制性），然后被要求参加 AM 设计挑战。对学生的最终设计进行了评估：(1) 设计目标和约束方面的表现，以及 (2) DfAM 各个方面的使用。结果表明，使用某些 DfAM 考虑因素（例如最小特征尺寸和支撑材料质量）可以成功预测 AM 设计的性能。此外，虽然 DfAM 教育的变化不会影响 AM 设计的性能，但它确实会影响学生在最终设计中使用某些 DfAM 概念。这些结果凸显了 DfAM 教育对增加学生使用 DfAM 的影响。此外，结果证明了 DfAM 在减少学生增材制造设计的构建时间和构建材料方面的潜在影响，从而提高设计性能和可制造性。
Additive manufacturing (AM) enables engineers to improve the functionality and performance of their designs by adding complexity at little to no additional cost. However, AM processes also exhibit certain unique limitations, such as the presence of support material, which must be accounted for to ensure that designs can be manufactured feasibly and cost-effectively. Given these unique process characteristics, it is important for an AM-trained workforce to be able to incorporate both opportunistic and restrictive design for AM (DfAM) considerations into the design process. While AM/DfAM educational interventions have been discussed in the literature, limited research has investigated the effect of these interventions on students’ use of DfAM. Furthermore, limited research has explored how DfAM use affects the performance of students’ AM designs. This research explores this gap through an experimental study with 123 undergraduate students. Specifically, participants were exposed to either restrictive DfAM or dual DfAM (both opportunistic and restrictive) and then asked to participate in an AM design challenge. The students’ final designs were evaluated for (1) performance with respect the design objectives and constraints, and (2) the use of the various aspects of DfAM. The results showed that the use of certain DfAM considerations, such as minimum feature size and support material mass, successfully predicted the performance of the AM designs. Further, while the variations in DfAM education did not influence the performance of the AM designs, it did have an effect on the students’ use of certain DfAM concepts in their final designs. These results highlight the influence of DfAM education in bringing about an increase in students’ use of DfAM. Moreover, the results demonstrate the potential influence of DfAM in reducing build time and build material of the students’ AM designs, thus improving design performance and manufacturability.