ABSTRACT
In Japan, in the field of employment of person of with disabilities, the number of employments is increasing but still there is a problem that there are only a few employment types and industries. [1] In real time, COVID-19 infection control measures in addition to the use of ICT have accelerated new work styles. Also, 3D printers are creating new designs and manufacturing styles. [2], [3] Based on these, the purpose of this research is to develop the training materials so that person with disabilities can become operator of 3D printer and get the work. Finally, the use of it might make inclusive society. The research method is to develop training material and then conduct experiments to use it to verify the training effect. The training material is a video format consisting of slides and audio that can replay and stop by learners. Also, the training content is a basic knowledge of 3D printers and actual modeling operations. In the experiments, learners use the material and make a model and then they answered the questionnaire survey. As a result, by the cross tabulation of the frequency of reviewing the manual and the feeling about the speed of the manual was demonstrated that the speed of manual, contents and understanding of explanation are appropriate without the extreme repetition. In conclusion, it was found that manuals with video and audio were easier to understand in those icons could be shown when necessary. However, there are problems that it would not be possible to respond flexibly in the case of an operation error and in the case of lengthy process. © 2022 IEEE.
ABSTRACT
The use of digital manufacturing for the construction of orthosis and prostheses has become common since the popularization of 3D printers and the advent of Industry 4.0. Furthermore, due to the fact that the manufacture of orthosis is interactive and for personal use, generic production is difficult. In this sense, the large-scale production of these products lacks of improvements, standardization of processes and production optimization. An aggravation of this is the recent social distance due to the COVID-19 pandemic, which makes the use of temporary orthosis made in 3D printers to have a recent growth. Parallel to this, the use of multi-lattice inner structures for internal structuring of prints has also been increasing and taking on a more consolidated form. This article aims to present the multi-lattice optimization as a solution to this problem, in order to reduce material waste while maintaining the mechanical behavior of printed parts. © 2022, The Author(s), under exclusive licence to Springer-Verlag France SAS, part of Springer Nature.
ABSTRACT
For additive production, where the material is prepared by applying thin layers, a simplified designation 3D printing has been used. During this production volatile organic compounds and ultrafine particles are emitted into the air. A number of measurements for a given type of printer with a specific type of thermoplastic are published on this topic. The procedure of our measurement of the concentration of nanoparticles (10-700 nm) and their mean diameters can be called "field", because it took place in a real environment with mass deployment of 3D printing on the principle of FFF / FDM, with the measuring device moving between printers in various premises and activities: • in the production of parts intended for the assembly of printers, • in the manufacture of components for shields during the lockdown period associated with Covid-19, • in the creative workshops and laboratories of Prusa Research a.s. The aim of these measurements in real situations was to find measures to reduce the concentration of nanoparticles. Evaluation of the results was proceeded according to the ISO / TR 27 628 standard and determined a proposal of measures of a technological and organizational nature to reduce concentrations. Based on the results of our measurements these measures include (a) using central extract ventilation of the entire workplace, (b) separating the printer area from the workplace and using extract ventilation, and (c) filtering the air in the entire workplace using an air purifier. When adopting these measures, the financial requirements and technical feasibility must always be considered. © 2021 NANOCON Conference Proceedings - International Conference on Nanomaterials. All rights reserved.
ABSTRACT
The panic buying during Covid-19 caused farmers to amped-up production. However, farm equipment is costly to purchase. Therefore, some farmers utilized Additive Manufacturing (AM) to manufacture farming tools at low cost. However, the lack of in-situ monitoring in AM to stop printing failed parts can waste materials and time. Thus, this research aims to deploy a low-cost smart remote monitoring system using OctoPrint and Node-red to integrate a 3D printer and Teachable Machine and train a model to pre-emptively detect print errors. The result was satisfactory as the 3D printer stopped when the camera detected a defect with 75% accuracy. Furthermore, the user can easily customize the model to enhance the system versatility via the developed code-free platform. © 2021 IEEE.
ABSTRACT
This work-in-progress paper discusses the development of a flexible laboratory course in Additive Manufacturing, and how the course was customized to meet the needs of each student. The faculty members who developed the course identified the need to ensure that every student enrolled in the course has a 3D printer in their possession for the duration of the course to maximize the hands-on applications of the course. Students are given two options for completing the laboratory course depending on their discretionary funds. Option 1 is to purchase a commercially available inexpensive kit, which they build and use for the course and then keep after the completion of the course. Option 2 is to borrow a printer from the department, which they will need to repair or upgrade, use for the duration of the course, and then return to the department at the end of the semester. Any tools or parts are paid for by the department, so students who do not want to invest in a 3D printer can still enroll in the course without any additional out of pocket costs. This decision also allows the students to cater their learning objectives for the course. The students who choose to buy and build their own printers tend to develop a deeper understanding of the parts of the 3D printers while the students who borrow our printers tend to get a broader overview of how the printers work. With the shift to remote instruction during the COVID-19 pandemic, the fact that each student had their own printer allowed for the students to move their printers off campus and complete the required work for the course remotely. The students still gained the hands-on experience that is critical for a laboratory course, even though they were completing the course remotely. This flexibility also ensures that the students who are continuing their coursework via remote instruction can complete the laboratory course requirement for their major without having to attend a laboratory course in person. In the Fall 2020 semester, some students are completing this course in person and some are working remotely and asynchronously. Minimal data was collected at the end of the Spring 2020 semester;but for Fall 2020, the author is collecting data to compare these two groups. The subsequent paper will study if the delivery method has an impact on the students' success and satisfaction in the course. Students' success will be evaluated using the grades on individual assessments and the overall grades in the course, and students' satisfaction will be measured through a survey. © American Society for Engineering Education, 2021