Honestly, nothing much has changed from my original proposal. I was fairly happy with the first draft. However, as I did not receive the U-REAP scholarship, that must be taken into effect and some things changed a bit. The research into generating revenue, I've decided, does not fit as nicely with this project. Instead it will be only focused on how a 3D printer can be used within our program, and how 3D printers have been used in other academic environments.
Summary statement of proposed project
As a new and exciting technology, 3D
printers are being talked about more and more. They have use in prototyping, production,
model design, and craft projects. However, this project is intended to look
into the use of 3D printers in the field of building design and classroom
studies, mainly, the ARET (Architectural and Engineering Technology) program.
In our program, and with most project designs, there comes a phase in the
design process where a model must be created, either with a specific computer
program or built using a variety of materials . Whether used to show to the
client, or for feedback on the general design, models are very important. The
trend lately has been moving towards the virtual side of model construction,
however, physical models possess the unique trait of actually being physical.
They can be painted with the actual paint the client wants, they can be built
in pieces so that they can be taken apart, and they can give a better feel of
the design due to the natural lighting and textures. While computer models can
simulate natural lighting and textures, it requires as much or more time to set
up the rendering as it does to create a model. And with 3D printers, one could
create a model in a far shorter time. The amount of detail available with 3D
printers has also become far greater. The Replicator 2, made by the company
Makerbot, is capable of printing to extreme precision, featuring a resolution
capability of 100 microns, or 0.1 millimeter thickness. As a comparison, most
mechanical pencils use lead with a width of 0.5, or 0.7 millimeters.
But
3D printers don’t have to be used for just the design process – they can be
used to create teaching aids as well. Questions and examples in physics, statics, or materials and applications could be easily displayed with 3D printed segments for use in class. We could have beams, trusses, frames and more printed out and ready to hand around the class.
Purpose
There will be two purposes for this
research. One of which is to determine how educational and how essential to the
design process a 3D printer would be in the Architectural and Engineering
Technology program. The other purpose is to find other uses for the printer in our program. These other uses will be found by not only thinking about what classes can use one, and talking to the teachers, but also researching what other academic environments have done with them.
Goals and objectives of the project
The main goal of this project would be to
find an affordable 3D printer for the ARET program, purchase the machine, and integrate
it within the curriculum of the program. If we can buy a printer, we can begin
using it in conjunction with the design process of our classes. We often design
projects around real life sites, and having a model of the building you
designed for a site could prove to be an essential part of the entire process. Making the classes we currently take become easier is the secondary goal, as there is not just one way to use a 3D printer.
Methodology and analytical approach
3D printers are a relatively new technology;
there is not much information on them in the form of studies or books. Thus,
the approach taken with this research will be to conduct my own research,
compare pricing, materials, availability of materials, and how to use them. I
plan to compare the pros, being the speed and ease of building the models, and
the pros, being the cost and availability of materials and the printers
themselves.
In Kamloops, BC, there is a company called
Scorpion Technologies LTD, and they have a 3D printer on location. An
interview, or perhaps a meeting, will be made with Scorpion to ask about the
price of their printer, how they use it, what recommendations they may have,
and what types they have looked at. They will have first-hand experience with
buying printers and materials, and knowledge process dealing with the price and
shipping times for materials. Inland Glass has also mentioned that they have
thought about purchasing themselves a 3D printer, thus they are right now
within the shopping and comparing process, creating a fantastic opportunity to
interview them about the entire experience.
With
all of this information collected, we will be able to make a much more
definitive decision about a 3D printer for the ARET program. Not only that, but
there will be a better understanding about the printers and their applications,
and this may lead to a personal purchase of a printer for myself.
Previous studies and Related Information
Previous studies about 3D printers exist,
but not in great numbers. However, seeing as they have just fairly recently
descended into the price range of affordable, there are articles and company
product catalogues that can be referenced and examined. As for finding whether
or not a 3D printer would benefit a school, an article in ‘Modern Machine Shop,
84(6)’, on pages 47-48, talks about a new educational program in the United
States that has brought 3D printers to high schools across the country. Looking
into the results of that program would provide great insight into the benefits
of having a 3D printer in the ARET program.
Plans for dissemination of work
A blog, located within this site http://eddt231.blogspot.ca/ will be used to
share the information found within this research. The blog will be updated with
each new finding or idea, and comments or critiques will be encouraged, further
improving the project as it is finished.
References Cited
Program
brings 3D printers to U.S. schools. (2011). Modern
Machine Shop, 84(6), 47-48.
Pope, S. R. (2002). Systems and software.
Modern Machine Shop, 75(2), 148.
L. Sass, K. Shea, and M. Powell,
2005, "Design Production: Constructing freeform designs with rapid Prototyping,"
in ECAADE Lisbon, Portugal
Jennifer
CK Seely, 2000, “Digital
fabrication in the architectural design process”, University of Arizona
H. Song, F. Guimbretiere, C. Hu, 2006, “ModelCraft: capturing freehand
annotations and edits on physical 3D models.” Department of Computer Science,
University of Maryland
Scheurer,
F. (2009). “Size Matters: Digital Manufacturing in Architecture.” Dimension
(306090 Books, Vol. 12), Princeton Architectural Press, New York, 59-65.
Sheerin,
Peter K. "Rapid prototyping branches out." Special Report,
Cadalyst Magazine, May, available at: http://cadence. advanstar. com/2003/0503/report0503.
html/(accessed September 2005) (2003).
Sass, L., & Oxman, R. (2006). "Materializing design: the implications of rapid prototyping in digital design." Design Studies, 27(3), 325-355.
Ryder, G., Ion, B., Green, G., Harrison, D., & Wood, B. (2002). "Rapid design and manufacture tools in architecture." Automation in construction, 11(3), 279-290.
Buswell, R. A., Soar, R. C., Gibb, A. G., & Thorpe, A. (2007). "Freeform Construction: mega-scale rapid manufacturing for construction." Automation in Construction, 16(2), 224-231.
Arayici, Y., Coates, P., Koskela, L., Kagioglou, M., Usher, C., & O'Reilly, K. (2011). "BIM adoption and implementation for architectural practices." Structural Survey, 29(1), 7-25.
Loukissas, Y., & Sass, L. (2004)." RULEBUILDING: A Generative Approach to Modeling Architectural Designs Using a 3-D Printer." Proceedings of ACADIA 2004.
Kirton, E. F., & Lavoie, S. D. (2009). "Utilizing Rapid Prototyping for Architectural Modeling." Engineering Design Graphics Journal, 70(1).
Contribution of the project to my
academic goals and objectives
Since high school, I have been interested
in nearly everything 3D, technological, and design related. I took animation
classes, drafting classes, and also drew and built things in my spare time;
thus 3D printers seem like a natural step forward in the area of my interests.
I am a second year student in the ARET program, a program with many classes
based around 3D design, and feel that a 3D printer would greatly impact the way
some classes are run. Since first hearing about them, I have had a great
interest in 3D printers. In my first year of the ARET program, I thought of how
efficient and great it would be to have a printer within our program. By the
time we started designing buildings, and manually creating models, I thought
that a way to improve that entire process would be to just 3D print the models.
My supervisor (who is also my professor) has had an interest in 3D printers for
quite some time as well, and has been trying to acquire a printer for within
our program. In talks with her, we have decided that this research topic would
be a great idea for improving the ARET program. If we got a printer of the
program, I feel it would increase interest in the program its self, and also
excite the students who are already in it. There would be more models built at
higher quality, and I feel this would encourage students to put more thought
and care into their designs.
Budget
Travel for interviews with companies –
$200
3D printer (Depending on printer that is
purchased, or if more than one is purchased):
-Reprap Mendbot
- $800-$900
-Reprap Prusa -
$800 - $1,000
-Cube - $1,299
-Portabee
- $500
-MakerBot
Replicator 2 - $2,199
Materials:
Cartridges
(depends on the amount of cartridges required for research) - $50-$80 per
Parts
(for upgrades or repairs) - $100-$200
The budget is fairly flexible due to the
different stores and manufacturers one can buy a printer from.
Thus, the total budget will be between:
$1000 (cheapest printer with least
amount of cartridges and parts)
to
$2750 (most expensive printer with more
cartridges and parts)
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