Course syllabus for Unlocking the potential of additive manufacturing

Course syllabus adopted 2023-05-03 by Head of Programme (or corresponding).

Overview

  • Swedish nameFrigörande av potentialen hos additiv tillverkning
  • CodeTRA260
  • Credits7.5 Credits
  • OwnerTRACKS
  • Education cycleSecond-cycle
  • DepartmentTRACKS
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language English
  • Application code 97144
  • Open for exchange studentsYes

Credit distribution

0123 Project 7.5 c
Grading: TH		3.7 c3.8 c0 c0 c0 c0 c

In programmes

Examiner

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Eligibility

General entry requirements for Master's level (second cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Specific entry requirements

English 6 (or by other approved means with the equivalent proficiency level)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Course specific prerequisites

In addition to the general requirements to study at advanced level at Chalmers, necessary subject or project specific prerequisite competences (if any) must be fulfilled. Alternatively, the student must obtain the necessary competences during the course. The examiner will formulate and check these prerequisite competences.

The student will only be admitted in agreement with the examiner.

Aim

The aim of the course is to provide a platform to work and solve challenging cross-disciplinary authentic problems from different stakeholders in society such as the academy, industry or public institutions. Additionally, the aim is that students from different educational programs practice working efficiently in global multidisciplinary development teams.

This course aims to explore Design for AM (DfAM) as means of enabling a successful utilization of AM for both rapid prototyping and industrial manufacturing. Necessary background knowledge on DfAM processes in relation to the specific AM technologies will be provided.

Learning outcomes (after completion of the course the student should be able to)


Valid for all Tracks courses:
  • critically and creatively identify and/or formulate advanced architectural or engineering problems
  • master problems with open solutions spaces which includes to be able to handle uncertainties and limited information.
  • lead and participate in the development of new products, processes and systems using a holistic approach by following a design process and/or a systematic development process.
  • work in multidisciplinary teams and collaborate in teams with different compositions
  • show insights about cultural differences and to be able to work sensitively with them.
  • show insights about and deal with the impact of architecture and/or engineering solutions in a global, economic, environment and societal context.
  • identify ethical aspects and discuss and judge their consequences in relation to the specific problem
  • orally and in writing explain and discuss information, problems, methods, design/development processes and solutions
  • fulfill project specific learning outcomes
Course specific:
  • Present an application specific approach to DfAM
  • Adapt design concepts for the respective metal AM technology (LB-PBF or EB-PBF)
  • Screen and choose an adequate metal AM technology (LB-PBF or EB-PBF) for manufacturing the developed part, including design limitations/opportunities and cost evaluation
  • Work collaboratively within a multi-disciplinary group


Content

The focus will be on the two main powder bed fusion (PBF) technologies – Laser based (LB)PBF and Electron beam (EB)PBF – and both technologies will be introduced during seminar lectures.

The project development direction is flexible and is based on the student’s background but will include problem analysis with special emphasis on AM, a proposed solution for the entire process chain, and technical evaluation and cost evaluation to understand feasibility.

The course is project based and the participants have possibilities to set the target for the course contents based on own interest within area of additive manufacturing.

Organisation

The course is run by a teaching team.
The main part of the course is a challenge driven project. The challenge may range from being broad societal to profound research driven. The project task is solved in a group. The course is supplemented by on-demand teaching and learning of the skills necessary for the project. The project team will have one university examiner, one or a pole of university supervisors and one or a pole of external co-supervisors if applicable.

Tracks-theme: Sustainable Production

The course is project based and students are going to work together in cross-disciplinary groups focusing on the development of the additive manufacturing chain for specific components/applications. Participants will write a report detailing their project, problem analysis with particular emphasis on AM, and proposed solution for the entire process chain, including a rough cost evaluation to understand the feasibility of AM applications. At the end of the project period the groups will present their results in a short workshop.
In addition, there will be a series of supporting lectures.

Literature

Relevant literature is retrieved and acquired by the students as a part of the project.


Examination including compulsory elements

Assessment will be based on the project report produced by each group which has to cover problem analysis (with particular emphasis on AM), a proposed solution for the entire process chain, and a rough cost evaluation to understand process feasibility). Additionally, every course member will present an aspect of their project solution in a short “pitch”-presentation during a course workshop. The students will be graded individually (5, 4, 3, F).

The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.