Abstract:

Theoretical lessons are a keystone in the university education, while practical illustrations are usually relegated to specific laboratory sessions. Even eminently theoretical courses omit the relation of key concepts with real case studies of simple and understanding. This makes difficult to acquire key knowledge required for advanced lessons. Tools as virtual reality and 3D printing are emerging as a solution for improving lecturer-student interaction.

This work presents an application of Fused Deposition Modelling (FDM) for a better understanding of the students of several concepts in different subjects of undergraduate engineering education. 3D printing allows to create objects and systems which objectify principles of interest. Some examples in different fields are:

1. Mathematics: volume intersections, parametrization of curves and surfaces, finding local maxima and minima, etc.
2. Solid mechanics: bending of beams and plates, buckling phenomena, shells, etc.
3. Thermodynamics: heat transfer, efficiency of internal combustion engines, work generated in turbines, etc.
4. Mechanics of fluids: pipe friction, pressure loss, hydrostatic equilibrium, etc.
5. Structures and mechanisms: vibration modes, gear systems, rack and pinion drive systems, etc.

The visualization of the concepts presented above (among others), facilitates the concentration of students in master classes, while promotes group collaboration to solve case studies, relating practical contents with theoretical definitions.

3D printed design has already been applied in the compulsory subjects of engineering degrees such as Strength of Materials (Euler’s buckling critical load) and Calculus II (intersection of two cylinders and representation of 3D surfaces). The satisfaction of the students is measured by means of surveys, showing great acceptance. Additionally, the participation of students in the design of these objects and mechanisms is explored.

A degree dissertation developing this idea is proposed, since this work also permit acquiring knowledge on topics of special interest nowadays, such as industry 4.0. In addition, students are acquiring competences and skills in design, mechanical behaviour, and manufacturing, among others. In this way, final year students could apply the knowledge acquired in different courses of the degree, in order to design new teaching 3D models and practical systems.

Keywords:

Educational technologies, 3D printing, Engineering, Project-based learning.