Teaching High School Students Innovative Topics Related to Advanced Manufacturing and 3-D Printing

Ahmed Cherif Megri; Sameer Hamoush

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Advances in Additive, Hybrid, and Digital Manufacturing Education
Tagged Division: Manufacturing
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--35277
Permanent URL: https://peer.asee.org/35277
Download Count: 411

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Paper Authors

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Ahmed Cherif Megri North Carolina A&T State University

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Dr. Ahmed C. Megri is an Associate Professor of engineering. In 2011, he received his HDR (Dr. Habilitation) in Engineering Sciences, from Marie and Pierre Curie University, Paris VI (Sorbonne Universities), and in 1995, he received his Ph.D. in Thermal Engineering, from Lyon Institute of Technology. He wrote more than 100 papers in journals and international conferences. His research interests include thermal and mechanical modeling and simulation of materials. He participates in multiple projects, including the development of a Model for The Metal Laser Powder Bed Fusion Additive Manufacturing Process. Dr. Ahmed Cherif Megri is currently the chair of the NCAT CAM’s Education subcommittee. He is organizing the outreach programs since 2015.

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Sameer Hamoush North Carolina A&T State University

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Professor and Chair of Civil and Architectural Engineering Department

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Abstract

Teaching High-School Students Innovative Topics Related to Advanced Manufacturing and 3D-Printing

Abstract: We conducted a summer teaching class about advanced manufacturing and 3D printing (project financed by NISA (National Nuclear Security Administration) & Department of Energy DOE. 3D printing is considered to be one of the most innovative technologies of the current century, with diverse applications in education, engineering, art, and design. With our summer program, our objective is to serve advance manufacturing, as evolving technology and to improve STEM education and prepare the new generation of high-school students (future engineers) by the use of the existing tools. Through the use of programs, such as CREO and Autodesk Inventor, as well as 3D printing concepts, we include both technology and basic traditional STEM knowledge, such as math and science. These tools allow the students to reach their objectives without going through complex mathematics and engineering concepts and methods. This way, these projects will mostly focus on critical thinking and the development of creative solutions to problems. Without deep mathematics knowledge, students were able to conceptualize, customize and prototype their design. The visual nature of these tools (CREO and Inventor) and the 3D printing technology enabled high-school students to grasp the technology and concepts very quickly. The purpose of this paper is to demonstrate the design and implementation of an experiment, from basic parts. In particular, we will discuss how to teach stress analysis to high-school students. In the framework of this project, a methodology has been developed to allow students to use stress analysis tools, perform simulation, and understand the mechanical concepts. This methodology is based on the understanding of the physical phenomena, perform experimentation, and the use of software, such as Autodesk Inventor. Our approach is based on active learning strategies, that emphasis comprehensive understanding, avoiding as possible all the complication of numerical and analytical mathematics needed for such level of study. Collaborations with middle school/high school instructors have been carried out and a methodology has been developed, based on a step by step learning method. At this moment, only two high-school instructors are involved. They enthusiastically help with the process, and at the same time, they are learning with the students, since they never had been exposed to such projects. Their presence was very useful in terms of addressing the appropriate pedagogy, communicating with high-school students, and controlling them in certain circumstances. Their presence is also available for the second explanation, where usually the first explanation from a university faculty is not completely appropriate with their level. Most importantly, the project methodology will be discussed. We discuss the project design program from students’ point of view, and the experience earned in design, integration, and also in written and oral communication skills. The methodology used to evaluate the effectiveness of this design program in terms of learning outcomes is also described. In this paper, we focus only on the second year of the summer camp.

Citation
Format

Megri, A. C., & Hamoush, S. (2020, June), Teaching High School Students Innovative Topics Related to Advanced Manufacturing and 3-D Printing Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35277

TY - CPAPER
AB - Teaching High-School Students Innovative Topics Related to Advanced Manufacturing and 3D-Printing

Abstract:
We conducted a summer teaching class about advanced manufacturing and 3D printing (project financed by NISA (National Nuclear Security Administration) &amp;amp; Department of Energy DOE.
3D printing is considered to be one of the most innovative technologies of the current century, with diverse applications in education, engineering, art, and design.
With our summer program, our objective is to serve advance manufacturing, as evolving technology and to improve STEM education and prepare the new generation of high-school students (future engineers) by the use of the existing tools.
Through the use of programs, such as CREO and Autodesk Inventor, as well as 3D printing concepts, we include both technology and basic traditional STEM knowledge, such as math and science. These tools allow the students to reach their objectives without going through complex mathematics and engineering concepts and methods. This way, these projects will mostly focus on critical thinking and the development of creative solutions to problems.
Without deep mathematics knowledge, students were able to conceptualize, customize and prototype their design. The visual nature of these tools (CREO and Inventor) and the 3D printing technology enabled high-school students to grasp the technology and concepts very quickly.
The purpose of this paper is to demonstrate the design and implementation of an experiment, from basic parts. In particular, we will discuss how to teach stress analysis to high-school students. In the framework of this project, a methodology has been developed to allow students to use stress analysis tools, perform simulation, and understand the mechanical concepts.
This methodology is based on the understanding of the physical phenomena, perform experimentation, and the use of software, such as Autodesk Inventor. Our approach is based on active learning strategies, that emphasis comprehensive understanding, avoiding as possible all the complication of numerical and analytical mathematics needed for such level of study.
Collaborations with middle school/high school instructors have been carried out and a methodology has been developed, based on a step by step learning method. At this moment, only two high-school instructors are involved. They enthusiastically help with the process, and at the same time, they are learning with the students, since they never had been exposed to such projects. Their presence was very useful in terms of addressing the appropriate pedagogy, communicating with high-school students, and controlling them in certain circumstances. Their presence is also available for the second explanation, where usually the first explanation from a university faculty is not completely appropriate with their level.
Most importantly, the project methodology will be discussed. We discuss the project design program from students’ point of view, and the experience earned in design, integration, and also in written and oral communication skills. The methodology used to evaluate the effectiveness of this design program in terms of learning outcomes is also described. In this paper, we focus only on the second year of the summer camp.

AU - Ahmed Cherif Megri
AU - Sameer Hamoush
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Teaching High School Students Innovative Topics Related to Advanced Manufacturing and 3-D Printing
UR - https://peer.asee.org/35277
DO - 10.18260/1-2--35277
ER -