Construct3D 2018

The definition of authorship, and the interaction between humans and tools, was explored during a series of classroom experiments that revealed the latent design opportunities within an industrial robotic arm during the additive manufacturing process. A diagnostic of a KUKA robotic arm identified opportunities in the movements of the arm as a means to explore alternative methods of depositing material and embedding prototype production as part of the design feedback process. As is the case with most technology, the manner in which designers choose to engage these tools can be varied, though it is often under the assumption that the technology will function as an efficient replicator; a means to an end in the translation of a digital model to physical prototype. 

This study contributes to the conversation around design automation, standardization, and ultimately designer authorship, by highlighting the importance of feedback between the designer and the production process. The methodology used in this study purposely sought to limit user operations in order to release control back to the design mediums: production technology, material, and digital input. This allowed the mediums to participate in the design process in unexpected ways, acting as a contributor, and not as a subordinate tool.

This session discusses techniques for digital sculpting and fabrication that I have used in both my research and teaching. In contrast, to many forms of generating 3D objects, digital sculpting is a form of high-resolution modeling that is similar to working with digital clay in that it can be pushed, pulled, carved, and shaped intuitively. Additionally, using virtual reality touch controllers or pressure sensitive tablets allows a tactile approach in which the the user's hand intuitively shapes the forms. Virtual reality is an immersive digitally created experience that simulates visual, spatial, and aural cues through the use of a head mounted display and sensors that can track the movements of the head and hands. With current systems, users have agency to use their bodies to move around the virtual space, and choose to look in any direction. Using a range of approaches including Virtual Reality (or VR) sculpting, pressure sensitive graphics tablets, and grayscale image based modeling, I will demonstrate how I and my students use these tools for 3D printing, CNC routing, and digital mold-making. The resulting objects that I will present are created in XPS foam, resin, bronze, wood, and ceramics.

Additive Manufacturing (AM), also known as 3D printing has transformed education at all levels of K-12 and higher education and 3D printers are increasingly accessible at any makerspace. While this new manufacturing process has democratized the process of design and innovation, there is tremendous hype surrounding its capabilities to transform an idea into a real product. The end product resulting from a 3D printer depends on several different factors, including the type of printer, materials and numerous process parameters. Designers and educators could benefit from accurate yet straightforward guidelines necessary to ensure that the part design is compatible with the intended additive manufacturing technique. The purpose of this paper is present relevant reported work towards the creation of design rules and guidelines for AM. These guidelines could be utilized by educators and practitioners of AM to gauge the suitability of their design for the specific AM process that would be accessible to them. Moreover, these guidelines could also assist the learner to modify their design to meet the functional requirements while also making it compatible with the AM process.