CAD and 3d-printing integration experience in the curriculum of engineers education

The paper examines the results of using the 3d-printing educational methodology for training the students in the spacecraft-configuration developing area.

The first purpose of the considered methodology practice is to implement the rapid-prototyping skills into the educational process, to provide perfection of the student knowledge in configuring the internal on-board equipment of the spacecraft. The second purpose – is to habituate the students to the main principles of the available CAM technologies, to fill the available educational gap in the area of information support of the spacecraft life-cycle.

The proposed curriculum includes six training exercises based on a special “Engineering drawing” course unit. The training exercises require using the SolidWorks geometric-simulation software. The preliminary obtained virtual prototypes of the spacecraft configuration elements are subjected to 3d-printing and assembled into a physical configuration model. The physical configuration models are obtained using one of the most accessible rapid-prototyping technologies – 3d-printing of extrusion type. Practicing in 3d-printing provides developing the student skills in managing all other digital-program control devices.

The specified first experience of integrating the computer geometricsimulation methodology and the 3d-printing practices in a single course unit has proved: developing the physical-configuration models heightens the student interest to the configuration training.

A ready-made physical model does not excuse the available configuration mistakes unlike a virtual model where the component interferences may remain undetected. So, developing a physical model requires additional endeavor and responsibility. Developing a project in a team has proved to be an effective means for solving a common creative problem.

The first test of the proposed methodology has shown the importance of perfect adjustment of the available 3d-printing process and the Slicer program. The part-model manufacture cycle requires approximately from 2 to 3 hours per a component (from 1 to 1.5 hours for 3d-printing in that account). Large-scale blocks shall represent an assembly (containing a block body and a lid) to reduce the printing-plastic consumption. Average printing-plastic consumption is about 1 kg per a configuration model. The obtained 3d-printing experience shows that the printing speed is much more important than the printing accuracy for the given educational problem.

The obtained educational-methodology test results are considered to be a success. It is recommended to purchase an additional high-productivity 3d-printer facility providing an effective fascinating spacecraftconfiguration process.

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