Utilization of Freeware and Low Cost Tools in a Rapid Prototyping and Reverse Engineering Course

Daniel J. Walter; Arif Sirinterlikci

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: Innovations in Additive Manufacturing Education
Tagged Division: Manufacturing
Page Count: 11
DOI: 10.18260/1-2--29096
Permanent URL: https://peer.asee.org/29096
Download Count: 660

Paper Authors

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Daniel J. Walter Robert Morris University orcid.org/0000-0002-5317-9783

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Mechanical Engineering, Undergraduate
Robert Morris University

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biography

Arif Sirinterlikci Robert Morris University orcid.org/0000-0002-3272-0649

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Arif Sirinterlikci is a University Professor of Industrial and Manufacturing Engineering and the Department Head of Engineering at Robert Morris University. He holds BS and MS degrees, both in Mechanical Engineering from Istanbul Technical University in Turkey and his Ph.D. is in Industrial and Systems Engineering from the Ohio State University. He has been actively involved in ASEE and SME organizations and conducted research in Rapid Prototyping and Reverse Engineering, Biomedical Device Design and Manufacturing, Automation and Robotics, and CAE in Manufacturing Processes fields.

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Abstract

In this Rapid Prototyping and Reverse Engineering Course, the rapid enrollment growth makes teaching more challenging due to having two sections with a total enrollment of eighty three students. The enrollment has increased from a single section of twenty four students in 2014 to its present condition.

Even though the Rapid Prototyping Laboratories are equipped with three FDM/FFF (UPrint SE, CubeX, CubeProDuo), two Powder-based (Prometal RXD and Projet 460+), and one SLA (Projet 1200) printer, maintenance issues and time sharing of the equipment with other courses including the capstone projects reduce the availability of 3D Printers. Therefore, multiple new machines including a Mendelmax and Prusa Mendel were built to utilize in the class. Since the SLA Viper machine was replaced with a Projet 1200, the old but comprehensive software tool of 3D Lightyear had to be replaced with new tools used for both processing of the STL files and printing. These new tools are easier to use but not as comprehensive as the old ones. Thus, a low-cost software such as Simplify3D was acquired and being employed for teaching improved support generation through editing.

On the contrary, the Reverse Engineering capabilities of the department include three scanners, a Konica/Minolta 910, a FARO Platinum arm, and a Creaform Handyscan complemented with multiple perpetual Geomagic Studio licenses for data acquisition and handling. The department also have perpetual licenses for Mimics and 3-Matic, however it chose to replace the Magics software for STL file editing and manipulation with Meshlab and Meshmixer software which are freeware. This decision was made based on the outcome of a student project. In addition, the applications such as 123D Catch and Remake, both by AutoDESK are being employed for more 3D Scanning exposure. After the scan, students are able to send their still pictures taken by their smart phones to a cloud server for 3D image generation and then use Meshlab or Remake in handling the scan data by editing including removal of noise and undesired segments, patching of holes. Remake software can also prepare the scanned geometry for a set of commercial 3D printers available.

This paper will detail use of freeware and low-cost tools including the smart phone applications. These tools do not substitute the industrial 3D Printers or Scanners or their software, but allow greater number of students to be exposed to the current technologies in both fields. Upkeep of these tools are also free or comes with a very low-cost. However, the use of Rep-Rap machines is more challenging than desktop printers that lie within the $2K – 4K cost range and their associated quality. The paper will conclude with an analysis of student feedback and the impact of student learning with assessment of the ABET student learning outcomes.

Citation
Format

Walter, D. J., & Sirinterlikci, A. (2017, June), Utilization of Freeware and Low Cost Tools in a Rapid Prototyping and Reverse Engineering Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29096

TY - CPAPER
AB - In this Rapid Prototyping and Reverse Engineering Course, the rapid enrollment growth makes teaching more challenging due to having two sections with a total enrollment of eighty three students. The enrollment has increased from a single section of twenty four students in 2014 to its present condition.

Even though the Rapid Prototyping Laboratories are equipped with three FDM/FFF (UPrint SE, CubeX, CubeProDuo), two Powder-based (Prometal RXD and Projet 460+), and one SLA (Projet 1200) printer, maintenance issues and time sharing of the equipment with other courses including the capstone projects reduce the availability of 3D Printers. Therefore, multiple new machines including a Mendelmax and Prusa Mendel were built to utilize in the class. Since the SLA Viper machine was replaced with a Projet 1200, the old but comprehensive software tool of 3D Lightyear had to be replaced with new tools used for both processing of the STL files and printing. These new tools are easier to use but not as comprehensive as the old ones. Thus, a low-cost software such as Simplify3D was acquired and being employed for teaching improved support generation through editing.

On the contrary, the Reverse Engineering capabilities of the department include three scanners, a Konica/Minolta 910, a FARO Platinum arm, and a Creaform Handyscan complemented with multiple perpetual Geomagic Studio licenses for data acquisition and handling. The department also have perpetual licenses for Mimics and 3-Matic, however it chose to replace the Magics software for STL file editing and manipulation with Meshlab and Meshmixer software which are freeware. This decision was made based on the outcome of a student project. In addition, the applications such as 123D Catch and Remake, both by AutoDESK are being employed for more 3D Scanning exposure. After the scan, students are able to send their still pictures taken by their smart phones to a cloud server for 3D image generation and then use Meshlab or Remake in handling the scan data by editing including removal of noise and undesired segments, patching of holes. Remake software can also prepare the scanned geometry for a set of commercial 3D printers available.

This paper will detail use of freeware and low-cost tools including the smart phone applications. These tools do not substitute the industrial 3D Printers or Scanners or their software, but allow greater number of students to be exposed to the current technologies in both fields. Upkeep of these tools are also free or comes with a very low-cost. However, the use of Rep-Rap machines is more challenging than desktop printers that lie within the $2K – 4K cost range and their associated quality. The paper will conclude with an analysis of student feedback and the impact of student learning with assessment of the ABET student learning outcomes.

AU - Daniel J. Walter
AU - Arif Sirinterlikci
CY - Columbus, Ohio
DA - 2017/06/24
PB - ASEE Conferences
TI - Utilization of Freeware and Low Cost Tools in a Rapid Prototyping and Reverse Engineering Course
UR - https://peer.asee.org/29096
DO - 10.18260/1-2--29096
ER -