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Zur Herstellung von Spritzgussformeinsätzen kommen in der Regel spanende Verfahren zum Einsatz. In den letzten Jahren hat sich allerdings auch die additive Herstellung dieser Werkzeuge als zweckmäßig erwiesen. In der Produktentwicklung spielt die Agilität heute eine immer wichtigere Rolle. Um mögliche Potentiale des Additive Tooling im Rahmen des Agile Prototyping und um Unterschiede zu den konventionellen Herstellverfahren aufzuzeigen, werden Angebote für die Fertigung mehrerer Formeinsätze durch eine CNC- und HSC-Fertigung, sowie durch additive Herstellung angefragt und hinsichtlich Beschaffungskosten und -zeiten miteinander verglichen. Zudem erfolgt eine Bewertung der technischen Unterschiede. Aus diesen beiden Betrachtungen kann schließlich ein Profil über die drei Herstellverfahren abgeleitet werden, welches bei der anwendungsfallspezifischen Verfahrensauswahl unterstützen soll.
Plastics are used today in many areas of the automotive, aerospace and mechanical engineering industries due to their lightweight potential and ease of processing. Additive manufacturing is applied more and more frequently, as it offers a high degree of design freedom and eliminates the need for complex tools. However, the application of additively manufactured components made of plastics have so far been limited due to their comparatively low strength. For this reason, processes that offer additional reinforcement of the plastic matrix using fibers made of high-strength materials have been developed. However, these components represent a composite of different materials produced on the basis of fossil raw materials, which are difficult to recycle and generally not biodegradable.
Therefore, this paper will explore the potential for new composite materials whose matrix consists of a bio-based plastic. In this investigation, it is assumed that the matrix is reinforced with a fibrous material made of natural fiber to significantly increase the strength. This potential material should offer a lightweight yet strong structure and be biodegradable after use under controlled conditions. Therefore, the state of the art in the use of bio-based materials in 3D printing is first presented. In order to determine the economic boundary conditions, the growth potentials for bio-based materials are analyzed. Also, the recycling prospects for bio-based plastics will also be highlighted. The greenhouse gas emissions and land use to be expected when using bio-based materials are also estimated. Finally, the degradability of the composites is discussed.
Various Rapid Prototyping methods have been available for the production of physical architectural models for a few years. This paper highlights in particular the advantages of 3D printing for the production of detailed architectural models. In addition, the current challenges for the creation and transfer of data are explained. Furthermore, new methods are being developed in order to improve both the technical and economic boundary conditions for the application of 3DP. This makes the production of models with very detailed interior rooms possible. The internal details are made visible by dividing the complex overall model into individual models connected by means of an innovative plug-in system. Finally, two case studies are shown in which the developed methods are applied in order to implement detailed architectural models. Additional information about manufacturing time and costs of the architectural models in the two case studies is given.
Additive manufacturing (AM), or 3D printing (3DP), has increasingly become more wide-spread and applied to a great degree over the past years. Along with that, the necessity for training courses which impart the required knowledge for product development with 3D printing rises. This article will introduce a “Rapid Prototyping” workshop which should convey to students the technical and creative knowledge for product development in using additive manufacturing. In this workshop, various 3D printers are initially installed and put into operation for the construction of self-assembly kits during the introduced training course. Afterwards, the students use databanks to select and download suitable components for the 3D print on the basis of criteria. Lastly, the students develop several assembly kits independently and establish design guidelines based on their experience. The students likewise learn to estimate and evaluate economic boundaries such as, e.g. costs and delivery times. For a start, it is a new approach to be using various assembly kits. These are up to date with current technology and dispose of features such as, e.g., additional nozzles for support material and heated building platforms. Moreover, a comprehensive evaluation of the training success will be conducted. The students’ level of knowledge in various areas will also be determined and compared with surveys taken before and after the conducting of the workshops. Additionally, cost and delivery time estimates and knowledge of databanks will be determined through concrete questioning.
In addition to traditional methods in product development, the increasing availability of two new technologies, namely additive manufacturing AM (e.g. 3D-printing) and reverse engineering RE by means of 3D-scanning, offer new opportunities in product development processes today. However, to date only very few approaches exist those include these new technologies systematically in the education of students in the field of product development. This paper explores several ways in which AM and RE can productively be used in education. New to this approach is, on the one hand, that the students assemble and install the 3Dprinters themselves, and on the other hand, that they are introduced to an approach that combines 3D-scanning followed by 3D-printing. In different case studies is demonstrated that students in design education are able to autonomously research and realize technical possibilities and limitations of these technologies, as well as economic parameters and constraints.
Additive Manufacturing and Reverse Engineering have increasingly been gaining in importance over the past years. This paper investigates the current status of the implementation of these new technologies in design education and also identifies current shortcomings. Then it develops two new approaches for the teaching of the necessary expertise for the design of 3D-printed components and illustrates these with case studies. First, a workshop is presented in which students gain a broad understanding for the functionalities of additive manufacturing and the creative possibilities and limits of this process, through the assembly and installation of a 3D-printer. A second new approach is the combination of reverse engineering and 3D-printing. Thereby, students learn how to deal with this complex process chain. The result of these new approaches can e.g. be seen in the design guidelines for Additive Manufacturing, which were developed by the students themselves. At the same time, the students are able to estimate opportunities and limits of both technologies. Finally, the success of the new course contents and form is reviewed by an evaluation by the students.
In addition to traditional methods in product development, the increasing availability of two new 3D digital technologies, namely digital manufacturing (3D-printing) and digitizing of surfaces (3D-scanning), offer new opportunities in product development processes today. With regard to the systematic implementation of these technologies in the education of students in the field of product development, however, only a small number of approaches exist so far. This paper explores several ways in which 3D digital technologies can productively be used in design education. The innovative aspects here include that the students assemble and install the 3D-printers themselves, and that they are introduced to an approach that combines 3D-scanning followed by 3D-printing.
Today, Additive Manufacturing (AM) is an important part of teaching for the education of future engineers. Therefore, a variety of approaches have been developed in recent years on how to bring the design for additive manufacturing (DfAM) into university teaching. In a detailed literature review, the advantages and disadvantages of the previous approaches are considered and analysed. Based on this, an extended approach is presented in which students analyse and optimize a given product with respect to additive manufacturing. In doing so, the students have to solve challenging tasks in optimization in product development with the help of methodical approaches and practically implement their developed solutions with state-of-the-art additive processes. To work on this task, the students have two different 3D printers at their disposal, which work with different processes and materials. Thus, the students learn to adapt the design to different manufacturing processes and to consider the restrictions of different materials. The assessment of the results from this course is done through feedback and a written survey.
In addition to traditional methods in product development, the increasing availability of additive manufacturing AM technologies offer new opportunities in product development processes today. This contribution explores several ways in which AM can productively be used in education. New to this approach is amongst others that the students assemble and install the 3D-printers themselves. In two case studies is demonstrated how students in design education are able to autonomously research and realize technical possibilities and limitations of AM technologies, as well as economic constraints.