gmmd 332 3d printing and design - canton.edu · 6 engage with a team on an integrated project with...

Prepared By: Matt Burnett

STATE UNIVERSITY 0~ NEW YORK COLLEGE OF TECHNOLOGY

CANTON, NEW YORK

COURSE OUTLINE

GMMD332

3D PRINTING AND DESIGN

THE STATE UNIVERSITY OF NEW YORK AT CANTON CANINO SCHOOL OF ENGINEERING TECHNOLOGY

GRAPHIC AND MULTIMEDIA DESIGN JANUARY 2018

A. TITLE: 30 PRINTING AND DESIGN

B. COURSE NUMBER: GMMD 332

C. CREDIT HOURS: 3

D. WRITING INTENSIVE COURSE: No

E. COURSE LENGTH: 15 weeks

F. SEMESTER(S) OFFERED: Spring

G. HOURS OF LECTURE, LABORATORY, RECITATION. TUTORIAL, ACTIVITY: 2 lecture hours per week, 2 studio hours per week

H. CATALOG DESCRIPTION: This is an immersive course in fused filament fabrication (3d printing) and design. Students will develop their applications of 3-dimensional design through CAD drawing and applications in additive manufacturing. Skills that will be developed include technical knowledge of FFF machines, experience in fabrication with a variety of materials (ABS, PTEG, PLA, NYLON) and digital mesh optimization/repair. Throughout the course students will develop an analytical approach to iterative design and 30 problem solving, preparing for applications in rapid prototyping, on-demand manufacturing, virtual reality, and product customization.

I. PRE-REOUISITES/CO-REOUISITES: None

J. GOALS (STUDENT LEARNING OUTCOMES):

By the end of this course, the student will be able to:

Objective Institutional SLO 1 Apply an analytical approach to iterative design concepts 3. Prof. Competence

using standardized print logs

2 Develop designs from concept to digital drawing to mesh 3. Prof. Competence to 3 Dimensional object

3 Research additive manufacturing for applications in rapid prototyping, VR, and product customization

3. Prof. Competence 4 Gain proficiency on several industry standard 3-D design

programs and slicing software 3. Prof. Comoetence

5 Generate digital meshes from a combination of sources, including open source, CAD design, and scanned structures 3. Prof. Competence

6 Engage with a team on an integrated project with multiple/interactive parts

3. Prof. Competence 7 Explore interdisciplinary applications in additive design 3. Prof. Competence

K. TEXTS: None

L. REFERENCES: Anderson, Chris Makers: The New Industrial Revolution Crown Business, 2014 978-0307720962

Bernier, Samuel N. Design for 3D Printing: Scanning, Creating, Editing, Remixing and Making in Three Dimensions Maker Media Inc, 1st edition 2015 978-1457187360

Kloski and Kloski, Getting Started with 3D Printing: A Hands-on Guide to the Hardware, Software, and Services Behind the New Manufacturing Revolution

Maker Media Inc, May 27 2016 978-1680450200

Redwood, Ben The 3D Printing Handbook: Technologies, Design and Applications 3D Hubs, 1st edition 2017 978-9082748505

Smyth, Clifford Functional Design for 3D Printing: Designing 3D printed things for everyday use---3"1 Edition Clifford Smyth; 3rd Edition 2017 978-0692883211

M. EQUIPMENT: University supplied 3D printers, filament, software for drawing in 3D/ generating STL files, software for slicing STL files for printing

N. GRADING METHOD: A-F

0. MEASUREMENT CRITERIA/METHODS: I. Projects II. Tutorials/Competency quizzes III. Weekly print logs VI. Final project presentation

P. DETAILED COURSE OUTLINE: (must use the outline format listed below) I. Week 1 - Introduction to Additive Manufacturing

Fused Filament Fabrication Other additive processes From idea to STL From STL to Mesh From Mesh to Print

II. Week 2 - Recombination of designs and beginning print considerations

Introduction to 3D Design software Additive vs Subtractive design methods Begin tutorials on Google Sketchup

First print assignment-"The Crazy Mix" Slicing STLs and preprinting workflow to minimize errors

Ill. Week 3 - Intermediate Printing Methods Customized Manual Supports Checking for Manifold Basic Mesh Repair Begin Tutorials for Adobe Meshmixer 211

d Print Assignment-"The Crazy Crazy Mix"

IV. Week 4. Analytical trouble shooting and iterative design Print Optimization Parameters (Speed, Temperature, layer height, retraction) Print Problem Revisions Variable Material Characteristics (PLA, ABS, PTEG, NYLON) Scientific method as applied to print outcomes 3rd Print Assignment--- "Print parameter Experiment"

V. Week 5. Work time and group presentations of "Print Parameter Experiment" Continue tutorials on Meshmixer and Google Sketchup

VI. Week 6. Functional Design considerations for prototyping

Material Tolerances Achieving Accuracy Function and Form The Design process applied to functional prototyping Begin tutorials of 123 Design/Rhino 3D 4th Print Assignment -"Functional Prototype"

VII. Midterm (Practical Exam) Group Presentation/Critique of Functional Prototype Review of Compositional Design Terminology

VIII. Intermediate Techniques/Work time Face Groups Boolean Functions Remeshing/Reducing Optimizing print times/problem solving for a task/assignment Intermediate tutorials in Meshmixer and 123 Design/Rhino 3D

IX. 3D Scanning and Translation of Point Cloud to STL

Organic Forms Scanner Calibration and function Optimizing Polygon Count Advanced Mesh Repair 5th Print Assignment "Form vs Function ---Organic recombination" Advanced tutorials in CAD design

X. Logo design, branding and product stylizing

Versatility of form Normalizing product design style between products Dual color printing 6111 Print Assignment (group assignment) "Logo design and application across a group of products"

XI. Integration of technology

I\1icroprocessors Gopros and imaging Gears, Connectors and other I\1echanical applications LEDS

XII. Final Project "Integrated Application of 3D printing" Group proposals presented and revised Worktime

XIII. Worktime & Progress Critiques

XIV. Presentation of Final Projects and critique

Q. LABORATORY OUTLINE: None

R. Applied Learning: Classroom/Lab

General Education Assessment - The Arts - Spring 2018

GERS Arts

Students will demonstrate:

• Understanding of at least one principle form of artistic expression and the creative process inherent therein, or; • Proficiency in the execution of artistic expression

In order to be approved for the Arts category, offerings should engage the creative process directly as well as foster understanding of a principal form of artistic expression. Both performance-oriented and scholarly/historical offerings in the expressive arts are approvable for this category. Literary offerings are also approvable depending on campus-based criteria for distinguishing the Humanities and Arts categories. Courses imparting purely technical skill with no demonstration of aesthetic content are not approvable.

For inter- or multi-disciplinary courses whose scope does not obviously fall within the envelope of traditional principal forms of artistic expression ( e.g. courses on technical or practical aspects of design or electronic media) submitted course information should demonstrate clearly:

· Which principal form(s) of artistic expression students will encounter; · The amount of time spent on each form; · How students will show understanding of the creative process(es) inherent in the form(s).

Arts Assessment Methods:

General Education Arts Assessment will be accomplished by:

The Office of Institutional Effectiveness selects a random 30% sample of GER 8 designated courses to undergo assessment for the fall semester. Faculty are notified of their course selection during the previous spring semester to allow time for planning assessment activities.

Instructors are responsible for selecting at least one student artifact to assess and are responsible for scoring student works with respect to their proficiency in one or more of the GER 8 Student Learning Outcomes. So results are uniform, scoring will be completed using the rubrics included in this methodology below the report form.

Instructors are responsible for entering their chosen GER measures into Taskstream by the 4th week of fall semester and entering the findings for these measures into Taskstream by the end of the week following final grade submission. In addition, instructors must supply at least 3 student artifacts (1 from each level of proficiency: met, not met, exceeds) as a sample and attach them in Taskstream.

Instructors are responsible for submitting the Data Collection Report (below) to the GER coordinator by the end of the week following final grade submission.

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Data Collection Report

Instructor & Class ·----------------

You are being asked to complete this form because you are teaching a course that fulfills SUNY Canton's General Education requirement under the category of The Arts. In order to fulfill that requirement, students are expected to meet specific student learning objectives. This form provides a method for documenting student achievement of these learning objectives.

Instructions

Please complete this form for all GER learning objectives. Within each learning objective, please complete cells for the assessment tools you used, a description of the tool(s) used, the overall results for the SLO, and a reflection/use of the findings: and leave the others blank.

Please add any comments or suggestions about the form or the general education assessment process at the end of this form.

In addition to completing this form, please include these findings in your course Taskstream workspace, including your rubric used for assessment of student work as well as at least one student artifact for each level of proficiency.

Thank you!

If you have any questions about how to complete the form or need any clarification of learning objectives or about the General Education assessment process please contact Matt Burnett, [email protected] or Sarah Todd, [email protected],. Additional information about General Education assessment at SUNY Canton can be found at http:/Jwww.canton.edu/provost/assessment/

This form is due to Kathleen Mahoney no later than one week after fall final grade submission, December 26, 2016

Page 2 of 7

Below are the two objectives ' forGER 8, The Arts. faculty ¢embers are expected to record .student pr<;>ficiency in the first criteria •. The seconcf: criteria, is only required for dourses i:nyvhich the students engage in the creation:of art work. ·


· This list represents a variety of tools commonly used to assess this SLO. Please select the tool(s) you will be using . for the GER assessment. Please highlight the tool( s) you are using, a:nd add a brief 1

description' of the tool used ( e.g., final ' . exlllll: essay #2) in .the space to the right,

Record the number and percentage of students achieving at the different ~evels for each objective

,. (not each measure.) Percentages will.be based the·. number of students who participated in the assess:°1-ent only (e.g., if your cours.e has 10 students enroll, but only 8: take the assessment, those 8 repte~ent the denominator.):' ·

i, Please include planned changes to i : r J I ·eurricul11% teaching and assessment

I t , •• methods. a11dioT_fil!l>porf services ~.,

:~IJ~er~ta~d~~~fat/.~e~F 1 Exam guestion(s) I Description of tool(s):1 I

one p9nc1pl~ form.pf,. · : ~iStj<: expr~S~U1tancfYi tqeL~r~at~ye PfOfe~t\ · . inherent therein,.. 0\s;

<i .) • • ,: '

Quiz

Research paper

Student Artifact

Student Portfolio

Other (Please specify):

2ecStudents. willde,nonstrate: .. : / # ~fs~dents 'participating in assesstri~nt: Exceeded I . . I Met I Did not meet 1:.'.·.Plea~e include pla~ed changes,to . l I I curnculum,, teachmg and assessment

N ~ % · N' · % N. % ·· ' methods. and/or support services

I>roficiency in the execution of artistic expression

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Assignment

_______ _______ _ Description of tool(s):

Research Paper

Student Artifact

Student portfolio

Other (Please specify):


Please add any comments or suggestions about the form or the general education assessment process:

Page 4 of 7


GER 8 Rubrics

1st Criteria: Understanding of at least one principle form of artistic expression and the creative process inherent therein.

,Demonstrates little or !no conceptual ;!understanding, awareness, and lexpression. Jstated conceptual !concerns are not ipresent in the work.

any key conceptual ssignment pecifications ere not met.

Demonstrates an Demonstrates a high level adequate level of of conceptual onceptual understanding, awareness,

understanding, and expression. awareness, and Stated conceptual expression. concerns are clearly Stated conceptual present in the work, with concerns are present in aplomb.

verage ideas with little oncepts and all evidence of curiosity. assignment specifications

ere met or exceeded.

the work. 'xcellent evidence of

"'"''"- .. --······""' """"' _,,,,,,,,,;,--.-- ···----·"""""'''·-··"· ,,-, ..... _. --······ Demonstrates an Demonstrates a high level adequate level of of awareness and

nowledge of well- awareness and knowledge of well-known nown work that has a knowledge of well- ork that has a relationship elationship to the work !nown work that has a to the work of student. f student. relationship to the work Good understanding and ore research and f student. Average evidence of integratioJnf ersonal exploration. . ideas with little evidence the significance of equired. . .... -·-·· of risk-taking. established works. ·-

2nd Criteria: Proficiency in the execution of artistic expression.

bemonstrates little or no !Demonstrates an Demonstrates a high level \technical mastery of skills adequate level of f technical mastery of 1in the particular medium. echnical mastery of skills in the particular Many key technical lskills in the particular medium. Excellent !specifications were not medium. Some issues understanding and use of lmet. ~elated to skills. All key specifications

r0emonsira1e·s1ifoeorno--~J:~~~:~:~~~-an ___ ~:c~~~:i~ies a111gil.1ever ~~rmal understanding in the adequate level of formal of formal understanding in [ork. Presentation needs understanding in the the work. Excellent

!

improvement. ork. Some minor craftsmanship and

!issues related to resentation.

... ..... ..,.......... ... .... .... pre~entation. ··-······ .......... -· .......... .

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GER Assessment Policies

Faculty and students will periodically be required to engage in assessment activities to ensure that the General Education learning outcomes are being met.

o GER student learning outcomes are assessed on a three year cycle through the courses designated as meeting that GER.

o Any instructor (full-time or adjunct) teaching any course with a GER designator (online or face-toface) may be called to participate in GER assessment activities.

o A random sample of GER designated courses are selected by the Office of Institutional Effectiveness during the spring semester preceding the GER assessment year. If a faculty member is teaching two of the same course they have the option of choosing either section for assessment.

• Timeline for GER Assessment: o February: Office of Institutional Effectiveness (OIE) notifies GER assessment coordinator of

upcoming assessment and calls for methodology revisions (if any) o March 1: Methodology changes for upcoming assessment cycle must be submitted to GER

Assessment Subgroup o Mid-April: OIE selects courses up for GER review the following fall and notifies faculty o pt week of classes (fall): OIE reminds faculty (and notifies new faculty) of GER assessment

requirements o End of 4th week of classes: Faculty must enter their assessment measures of GER course SLOs into

Taskstream. o End of 5th week of classes: Faculty update GER coordinator on progress with measure entry in Task

Stream. o 1 week after final grade submission: Faculty must enter findings to Taskstream measures and submit

Data Collection Reports to GER coordinator along with student artifacts. o Friday before the first week of classes: faculty will meet to discuss GER findings and strategic plan

for improving student learning. o March 1: GER Summary Report and GER Campus Report due to GER Assessment Subcommittee for

review and recommendations. o March 15: GER Assessment Subcommittee presents reports and recommendations to Academic

Assessment Committee o April I: Academic Assessment Committee presents reports to Deans' Cabinet for inclusion in budget

(if applicable.)

• Protocol for creating a new course for GER approval: o For a course to be accepted as a GER course, the GER assessment methodology must be attached to

the course proposal as it moves forward to curriculum committee. GER mapping to course SLOs must be present in course proposal.

o Additional, indicate which course objective will be used to GER assessment. o Upon approval, the course objectives must be mapped to the GER the course is approved for

• Protocol for Methodology Revision

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o Faculty who wish to revise their GER methodology must submit proposed methodology to the GER committee by the fifth week of the semester before their assessment cycle begins.

o The GER committee will review and provide feedback for revision, and if necessary request a meeting with the GER coordinator. They will provide feedback within six weeks.

o Resubmission of the revised methodology must occur by the last day of the semester prior to the assessment cycle the methodology will be used in.

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General Education Assessment - The Arts - Spring 2018 o If the methodology does not comply with the needs of the campus and SUNY standards, the previous

methodology will be employed for the assessment cycle.

gmmd 332 3d printing and design - canton.edu · 6 engage with a team on an integrated project with...

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