<p>Typically, undergraduate research is conducted around the interests of faculty, and not along the learning needs of students. Engaging undergraduate engineering students in project-based research has been known to improve student learning and retention, and can also serve as a means to train future graduate students, researchers and scientists. Moreover, projects that require minimal faculty oversight will allow them to conduct research with a larger and diverse group of students. Projects that require minimal oversight from faculty also foster a culture of self-learning and independence in students that serves their future as professional engineers. This work presents a research-based project framework that requires little faculty oversight, and also caters for mentorship in communication. The framework combines computer-aided design (CAD), finite element analysis (FEA), 3D printing and mechanical analysis to give students a well-rounded engineering research experience. The framework involves using ubiquitous tools that are available in most engineering campuses. Software is required for CAD and FEM, a 3D printer for manufacturing, and a load frame for mechanical analysis. A mechanical component, tool, or structure is chosen. The student recreates the structure via CAD, and performs simple mechanical analysis on a scaled model that can be replicated via a load frame. The FEM analysis teaches the students about important concepts in deformation analysis like failure criterion and convergence. Then, the student creates the part via 3D printing, and performs experimental analysis. Combining the finite element analysis with 3D printing also gives them the opportunity to explore isotropic modeling compared to anisotropic printing. Finally, the student compares the simulated and experimental results to test the fidelity of their work. Thus, the students experience a project that lets them learn about design, simulation, manufacturing and experimentation. We present a case study on the analysis of off-shore jacket structures for wind turbines. This case-study also has the added advantage of exposure to sustainability. The student also learned about fused deposition modeling 3D printing, and explored different materials based on availability and printability like polylactic acid (PLA), polyethylene terephthalate glycol (PET-G), and a carbon fiber reinforced polymer (CFRP). The deformation analysis performed tried to simulate a simple stress analysis due to a displacement (that can be recreated on a load frame) to simulate a particular weight of a turbine. Throughout the project, the students are taught writing and presentation approaches to hone their communication skills. The writing is based of Whiteside’s approach, and the presentation involves the assertion-evidence framework.</p>

A Framework for the Research-Based Learning of Design, Simulation, Additive Manufacturing and Experimentation: Modeling and Testing of Scaled 3d Printed Parts

Paper Proceedings: https://asmedigitalcollection.asme.org/IMECE/IMECE2021/volume/85543

ASME 2021 International Mechanical Engineering Congress and Exposition (IMECE2021)

Supporting the need among researchers worldwide for additional online and multimedia content, ASME now offers the ASME Conference Video Collection. This platform will collect and provide long-term access to conference presentation videos, encompassing all technology areas within ASME's technical conference and events program. About 30,000-40,000 engineers across all mechanical engineering and related disciplines participate in ASME conferences each year. This includes authors of approximately 6,000 to 8,000 technical papers published by ASME, the majority of whom also submit video presentations for our virtual conferences. The video collection will be available as an add-on to existing product packages or as a separate subscription.