515.658.3VL - Design for Additive Manufacturing

Course Structure

The class will meet weekly on Tuesdays via Zoom. Course materials (Slides and recordings) will be made available which can be accessed by clicking Modules on the course navigation menu. Quizzes will be conducted during the first 20 minutes of class and will be accessible from the corresponding Modules. You are encouraged to preview all sections of the module before starting. Homework details will be described and assigned at the end of each session and will be due prior to the beginning of the next session. Project details will be described multiple times throughout the course and deliverables will be due prior to the beginning of the next session. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Design for Additive Manufacturing
• Design Work Flow
  
• Design for Polymer AM Processes
  
• Design for Metal AM Processes
  
• Design for other AM Processes
  
• Multi-Material AM
  
• AM Assemblies
  
• Topology Optimization
  
• Applications from Reverse Engineering
• AM File Manipulation
  
• Evaluating AM Designs
  
• Where Next?
  
  

Course Goals

To understand the challenges and opportunities to design for the different Additive Manufacturing processes and be able apply design concepts for additive manufacturing correctly in real-world applications.

Course Learning Outcomes (CLOs)

• To learn the design process work flow
• To design for the different AM processes
• To determine applications and opportunities to apply AM technology
• To learn how to evaluate AM design
• To learn what is next on the horizon in AM

Textbooks

None

Other Materials & Online Resources

Optional

Additive Manufacturing Technologies: 3D Printing, Rapid Prototyping, and Direct Digital Manufacturing (2015, Springer) by Ian Gibson, David Rosen, and Brent Stucker

ISBN 978-1-4939-2112-6

Student Coursework Requirements

It is expected that each session will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: Attending the virtual Live session (approximately 3 hours), outside reading, research and review course content (approximately 2–3 hours per week), and writing assignments and project preparation (approximately 2–3 hours per week).

This course will consist of the following basic student requirements:

Preparation and Participation (15% of Final Grade Calculation)

This class will have a heavy emphasis on in-class discussion and student participation. Students are expected to attend every class. If you have particular conflicts or situations, please discuss them individually with the instructor.

Evaluation of preparation and participation is based on class attendance and contribution to class discussions.

Preparation and participation is evaluated by the following grading elements:

Timeliness (50%)
Critical Thinking (50%)

Preparation and participation is graded as follows:

• 100–90 = A—Timeliness - regularly participates; early in discussion; throughout the discussion; Critical Thinking - rich in content; full of thoughts, insight, and analysis.
• 89–80 = B—Timeliness - frequently participates; some not in time for others to read and respond; Critical Thinking - substantial information; thought, insight, and analysis has taken place.
• 79–70 = C—Timeliness - infrequently participates; most at the last minute without allowing for response time; Critical Thinking - generally competent; information is thin and commonplace.
• <70 = F—Timeliness - rarely participates; Critical Thinking - rudimentary and superficial; no analysis or insight is displayed.

Weekly Quizzes (10% of Final Grade Calculation)

There will be 10 short weekly quizzes that are based on the previous class lecture and discussion. The lowest score quiz will not be counted. Quizzes missed due to class absences will not be made up.

Quizzes will be graded as follows:

• 100–90 = A—Displays proficient understanding of course content
• 89–80 = B— Displays full understanding of course content
• 79–70 = C— Displays marginal understanding of course content.
• <70 = F—Does not display understanding of course content or did not complete
  

Assignments (15% of Final Grade Calculation)

There will be 10 assigned homework assignments that will be due at the beginning of each class via email. A two-minute summary of the assignment shared by the student and will be discussed in class the day HW is due. Homework not turned in at the beginning of class will receive a grade of zero. Homework should be legible and well-written with correct grammar and punctuation. The lowest score homework will not be counted. Absent students must submit homework to the instructor, before the scheduled start of class, in order to receive credit.

Assignments will include a mix of qualitative assignments (e.g. literature reviews, model summaries). Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e.,page x of y) on each page of your submissions. Each problem should have the problem statement, assumptions, computations, and conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately.

All assignments are due according to the dates in the Calendar.

Qualitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (25%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (25%
4. Examples are included to illustrate rationale and outside reference included as needed (20%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples.)
   

Qualitative assignments are graded as follows:

• 100–90 = A— Student Preparation and Participation - individual roles and responsibilities well defined and understood; individual well versed in topic; individual work product(s) agreed to and well prepared; Student Understanding – rich in content; full of thought, insight, and analysis.
• 89–80 = B— Student Preparation and Participation - individual roles and responsibilities well defined and understood; individual versed in topic; individual work product(s) agreed to and prepared; Student Understanding – substantial information; thought, insight, and analysis has taken place.
• 79–70 = C— Student Preparation and Participation - individual roles and responsibilities well defined and understood; individual marginally versed in topic; individual work product(s) prepared; Student Understanding – generally competent; information is thin and commonplace.
• <70 = F— Student Preparation and Participation - individual roles and responsibilities not well understood; individual not versed in topic; individual work product(s) partially prepared; Student Understanding – rudimentary and superficial; no analysis or insight displayed.

Project #1 Presentation (10% of Final Grade Calculation): Session #2 each student will prepare and deliver a brief 5 minute in-class presentation using a quad chart on an industry example using additive manufacturing design. Details and template will be provided in Session #1.

Project #2 Presentation and Peer Evaluation (20% and 15%, respectively, of Final Grade Calculation): Each student will apply skills and knowledge learned in the first half of the course to redesign an object of their choice. The object must be approved in advance by the instructor. Each student will provide and give a high-quality presentation on the redesign. The students will also evaluate their peers design for AM using skills from the course. Further details will be given in Session #1. A course project will be assigned several weeks into the course. The next-to-the-last week will be devoted to the course project.

Session #7 Milestone 1: Topic/Object due to instructor for approval
Session #9 Milestone 2: Plan of redesign effort due to instructor
Session #11 Milestone 3: Outline of presentation due to instructor
Session #13 Presentations/Peer Evaluations

The course projects will be evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Project Description) (50%)
2. Student technical understanding of the course project topic (as related to individual role that the student assumes and described in the Course Project Description) (50%)
   

Course Project is graded as follows:

• 100–90 = A— Student Preparation and Participation - individual roles and responsibilities well defined and understood; individual well versed in topic; individual work product(s) agreed to and well prepared; Student Understanding – rich in content; full of thought, insight, and analysis.
• 89–80 = B— Student Preparation and Participation - individual roles and responsibilities well defined and understood; individual versed in topic; individual work product(s) agreed to and prepared; Student Understanding – substantial information; thought, insight, and analysis has taken place.
• 79–70 = C— Student Preparation and Participation - individual roles and responsibilities well defined and understood; individual marginally versed in topic; individual work product(s) prepared; Student Understanding – generally competent; information is thin and commonplace.
• <70 = F— Student Preparation and Participation - individual roles and responsibilities not well understood; individual not versed in topic; individual work product(s) partially prepared; Student Understanding – rudimentary and superficial; no analysis or insight displayed.

The exams are evaluated by the following grading elements:

1. Each part of question is answered (25%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (25%)
4. Examples are included to illustrate rationale and outside reference included as needed (20%)

Exams are graded as follows:

• 100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References - rich in content; full of thought, insight, and analysis.
• 89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References - substantial information; thought, insight, and analysis has taken place.
• 79–70 = C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/Outside References - generally competent; information is thin and commonplace.
• <70 = F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References - rudimentary and superficial; no analysis or insight displayed.

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Course Calendar. I will post grades one week after assignment due dates.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Final grades will be determined by the following weighting:

Course Policies

Students are expected to regularly attend all courses in which they are enrolled. Although Johns Hopkins Engineering for Professionals and the university have no specific rules governing absences, the course instructor may announce certain attendance requirements. It is the student’s responsibility to be aware of those requirements. Students who know they will be absent from class, especially for an extended period of time, should notify the instructor as far in advance as possible. It is the student’s responsibility to discuss missed assignments and exams with the instructor. If an instructor is unavoidably late for class, the site office will attempt to notify students and tell them to wait, if it is practical. If an instructor is unable to meet a class, every attempt will be made by Johns Hopkins Engineering for Professionals staff to inform students of the cancellation, a makeup time for the class (if available), and information regarding assignments. If an instructor informs the Johns Hopkins Engineering for Professionals office of a class cancellation with enough lead time, phone calls will be made to students.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.