Realizing Proof of Concept in Machine Design with 3D Printing

Ananda Mani Paudel

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Novel Teaching Methods in a Multidisciplinary Context
Tagged Division: Multidisciplinary Engineering
Page Count: 13
Page Numbers: 26.1309.1 - 26.1309.13
DOI: 10.18260/p.24646
Permanent URL: https://peer.asee.org/24646
Download Count: 1788

Paper Authors

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Ananda Mani Paudel Colorado State University, Pueblo orcid.org/0000-0002-4929-501X

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Ananda Mani Paudel is Assistant Professor of Engineering at Colorado State University, Pueblo. He was formerly on the faculty at the University of Wisconsin-Platteville. He has a B.S in mechanical engineering from Tribhuvan University, Nepal, a M.S. in Mechatronics from Gwangju Institute of Science and Technology, South Korea, and a Ph.D. in industrial engineering from Western Michigan University.

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Abstract

Realizing Proof of Concept in Machine Design with 3D PrintingAbstractVirtual machine design is an application oriented course developed to provide basic knowledgeand skill to Mechatronics students to perform mechanical component design using computationaltools. 3D printing is popular among the designers and inventors for realizing their concepts intophysical models. With low cost affordable 3D printers1, not only professional designers andengineers, but also engineering students can use it to build a physical model of their design.3D Printers are revolutionizing the manufacturing2. Its application is growing from the physicaldevices to developing human organs3. In academia also, 3D printing is going from a demotechnology to a hands on production device. In this paper, author has implemented 3D rapidprototyping in a virtual machine design course and presented the improvements in students’learning outcome. Laboratory section of the course is geared towards designingelectromechanical devices. 3D printing was used to prototype the mechanical components. Thelow cost and rapid technology helped to convert the CAD model to a physical product andassisted students in learning concepts, practical design constraints, which enable them to analysismotion, force and stresses in a single course. Electromechanical devices of various energygeneration technologies involving stationary and dynamic parts were designed and prototypedfor a comparative study. Students are excited and motivated in building a physical object basedon their own calculation and analysis.A selectively random group4 was formed and asked to select one of the energy generationtechnologies from thermal, hydro, wind, solar, tidal and Hydraulic Fracking. Students identifiedthe main components and build a CAD Model. Based on loading type and nature of structure,they were asked to analyze force, stress and determine the size. To fit with the scope of thecourse students were asked to design no more than ten dissimilar components and use a propersafety factor based on material type, operating environment and severity of potential failure, etc.As a last step in design they were asked to make a prototype using 3D printing or traditionalmanufacturing processes.ABS plastics were used in medium size 3D printers to make the prototype. Once the mechanicalcomponents were building students assemble them and installed the electrical components forelectricity generation.For grading, a rubric was provided for the expected content of the design and steps to befollowed. The design task was divided into analytical, simulation and prototyping. MajorDeliverables involved a report consisting FBDs, force analysis, simulation results and a workingphysical model followed by presentation.Integration of 3D Printing helped to improve the rigor of the course comprising analytical andsimulation and prototyping, and filled the gap of lacking physical demonstration of thecomputational outcome. With the design knowledge reinforcement, students acquired hands onskill to run the 3D printers. Students can use this skill and technology in others classes includingsenior design capstone as well as in their future professional endeavors.References1 JACKSIC, N. Novel Experiential Learning Practices in Engineering Education Based on Inexpensive 3D Printers. Computers in Education Journal. 2014.2 BERMAN, B. 3-D printing: The new industrial revolution. Business Horizons, v. 55, p. 155-162. 2012.3 KANG, H. W. et al. 3-D organ printing technologies for tissue engineering applications Rapid prototyping of biomaterials. 2014.4 PAUDEL, A. M.; KALEVELA, S. A. Fostering Diversity and Educational Learning among Minority Engineering Students through Group-Study: A Case Study. 120th ASEE Conference and Exposition. Atlanta, GA: American Society for Engineering Education. June 23-26. 2013.

Citation
Format

Paudel, A. M. (2015, June), Realizing Proof of Concept in Machine Design with 3D Printing Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24646

TY - CPAPER
AB - Realizing Proof of Concept in Machine Design with 3D PrintingAbstractVirtual machine design is an application oriented course developed to provide basic knowledgeand skill to Mechatronics students to perform mechanical component design using computationaltools. 3D printing is popular among the designers and inventors for realizing their concepts intophysical models. With low cost affordable 3D printers1, not only professional designers andengineers, but also engineering students can use it to build a physical model of their design.3D Printers are revolutionizing the manufacturing2. Its application is growing from the physicaldevices to developing human organs3. In academia also, 3D printing is going from a demotechnology to a hands on production device. In this paper, author has implemented 3D rapidprototyping in a virtual machine design course and presented the improvements in students’learning outcome. Laboratory section of the course is geared towards designingelectromechanical devices. 3D printing was used to prototype the mechanical components. Thelow cost and rapid technology helped to convert the CAD model to a physical product andassisted students in learning concepts, practical design constraints, which enable them to analysismotion, force and stresses in a single course. Electromechanical devices of various energygeneration technologies involving stationary and dynamic parts were designed and prototypedfor a comparative study. Students are excited and motivated in building a physical object basedon their own calculation and analysis.A selectively random group4 was formed and asked to select one of the energy generationtechnologies from thermal, hydro, wind, solar, tidal and Hydraulic Fracking. Students identifiedthe main components and build a CAD Model. Based on loading type and nature of structure,they were asked to analyze force, stress and determine the size. To fit with the scope of thecourse students were asked to design no more than ten dissimilar components and use a propersafety factor based on material type, operating environment and severity of potential failure, etc.As a last step in design they were asked to make a prototype using 3D printing or traditionalmanufacturing processes.ABS plastics were used in medium size 3D printers to make the prototype. Once the mechanicalcomponents were building students assemble them and installed the electrical components forelectricity generation.For grading, a rubric was provided for the expected content of the design and steps to befollowed. The design task was divided into analytical, simulation and prototyping. MajorDeliverables involved a report consisting FBDs, force analysis, simulation results and a workingphysical model followed by presentation.Integration of 3D Printing helped to improve the rigor of the course comprising analytical andsimulation and prototyping, and filled the gap of lacking physical demonstration of thecomputational outcome. With the design knowledge reinforcement, students acquired hands onskill to run the 3D printers. Students can use this skill and technology in others classes includingsenior design capstone as well as in their future professional endeavors.References1 JACKSIC, N. Novel Experiential Learning Practices in Engineering Education Based on Inexpensive 3D Printers. Computers in Education Journal. 2014.2 BERMAN, B. 3-D printing: The new industrial revolution. Business Horizons, v. 55, p. 155-162. 2012.3 KANG, H. W. et al. 3-D organ printing technologies for tissue engineering applications Rapid prototyping of biomaterials. 2014.4 PAUDEL, A. M.; KALEVELA, S. A. Fostering Diversity and Educational Learning among Minority Engineering Students through Group-Study: A Case Study. 120th ASEE Conference and Exposition. Atlanta, GA: American Society for Engineering Education. June 23-26. 2013.
AU - Ananda Mani Paudel
CY - Seattle, Washington
DA - 2015/06/14
PB - ASEE Conferences
TI - Realizing Proof of Concept in Machine Design with 3D Printing
UR - https://peer.asee.org/24646
DO - 10.18260/p.24646
ER -