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1 – 10 of 74Jørgen Blindheim, Christer W. Elverum, Torgeir Welo and Martin Steinert
This paper proposes the combination of rapid prototyping and physical modelling as a set-based concept evaluation method in the early stage of new product development.
Abstract
Purpose
This paper proposes the combination of rapid prototyping and physical modelling as a set-based concept evaluation method in the early stage of new product development.
Design/methodology/approach
The concept evaluation method is applied in a case study of a new metal additive manufacturing process for aluminium, where a set of four extruder concepts has been modelled and evaluated. Rapid prototyping was used to produce plastic models of the different designs, and plasticine feedstock material was used to physically model the metal flow during operation. Finally, the selected concept has been verified in full-scale for processing of aluminium feedstock material.
Findings
The proposed method led to several valuable insights on critical factors that were unknown at the outset of the development project. Overall, these insights enabled concept exploration and concept selection that led to a substantially better solution than the original design.
Research limitations/implications
This method can be applied for other projects where numerical approaches are not applicable or capable, and where the costs or time required for producing full-scale prototypes are high.
Practical implications
Employing this method can enable a more thorough exploration of the design space, allowing new solutions to be discovered.
Originality/value
The proposed method allows a design team to test and evaluate multiple concepts at lower cost and time than what is usually required to produce full-scale prototypes. It is, therefore, concluded to be a valuable design strategy for the early development stages of complex products or technologies.
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In School Science 2, in our November 1967 issue, Russell Edwards discussed building a home‐made back‐projector. This month he deals with molecular models in plasticine.
Y. Chastel, C. Magny and F. Bay
A finite element model for multimaterial configurations is presented. The material behavior of each body within a composite material is given by an elastic‐viscoplastic…
Abstract
A finite element model for multimaterial configurations is presented. The material behavior of each body within a composite material is given by an elastic‐viscoplastic constitutive law. Automatic remeshing techniques which preserve the topology of the different bodies of material are used to simulate large deformations of the multiphasic system. An experimental set‐up has been designed in order to simulate the compaction of multilayer composite materials. Plasticine was chosen as a model material. Experimental results are used to validate the finite element model for consolidation of multilayer composites.
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The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act…
Abstract
The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:
Last month Russell Edwards dealt with molecular models in plasticine. In School Science 4 he considers a first lesson in crystallography.
V.A. Norris, M.A. Crisfield, D.C. Kothari, C.J. Lawrence and B.J. Briscoe
Describes an elastic visco‐plastic finite element formulation that is applied to the modelling of pastes. Comparisons are made with experimental results obtained for a particular…
Abstract
Describes an elastic visco‐plastic finite element formulation that is applied to the modelling of pastes. Comparisons are made with experimental results obtained for a particular paste, plasticine. Special attention is applied to the frictional boundary conditions, for which the usual Coulombic procedure is augmented by a “cohesive” wall friction component. Viscous effects also are considered.
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This chapter argues that the ‘Friday afternoon’ approach to art education needs to change; the conversation needs to be more about art and the impact that it has had and continues…
Abstract
This chapter argues that the ‘Friday afternoon’ approach to art education needs to change; the conversation needs to be more about art and the impact that it has had and continues to have. Children need to be surrounded by art to a greater extent and should be seen as multi-dimensional learners who can create art, acknowledging that they do not all think, and learn, the same ways. It is their unique characteristics that will help shape them as artists. This chapter uses the works of ‘The Masters’ to support the view that there is no right or wrong when creating art and that supporting students to understand that great art only stands out because it is different and does not follow preordained rules or styles is important. Visual Arts teaching should encourage personal judgment, subjectivity, and provide students the opportunities to find their unique voice and to have the confidence to use it.
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This chapter describes a successful research-developed representation construction approach to teaching and learning that links student learning and engagement with the epistemic…
Abstract
This chapter describes a successful research-developed representation construction approach to teaching and learning that links student learning and engagement with the epistemic practices of science. This approach involves challenging students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. The representation construction approach is based on sequences of representational challenges that involve students constructing representations to actively explore and make claims about phenomena. The key principles of the representation construction approach, considered a form of directed inquiry, are outlined with illustrations from case studies of whole topics in forces and astronomy within several middle-years’ science classrooms. This chapter also outlines the manner in which the representation construction approach has been translated into wider scale implementation through a large-scale Professional Development (PD) workshop program. Issues associated with wider scale implementation of the approach are discussed.
The investigations have been primarily concerned with some of the practical problems associated with the metoplastic technique, they have in this respect attempted to solve some…
Abstract
The investigations have been primarily concerned with some of the practical problems associated with the metoplastic technique, they have in this respect attempted to solve some of these problems with the best means available at the time.
MIKE PEARCE, KGE HARRIS, RONALD BENGE, MW HILL, A DUCKWORTH, MAUREEN DUFFY and MELVYN BARNES
IT WAS THE then Duke of Gloucester who, observing the said Mr Gibbon (of Roman Empire fame) writing, said, to quote as accurately as my reference source will allow, ‘Another…
Abstract
IT WAS THE then Duke of Gloucester who, observing the said Mr Gibbon (of Roman Empire fame) writing, said, to quote as accurately as my reference source will allow, ‘Another damned thick square book! Always scribble, scribble, scribble, scribble! Eh! Mr Gibbon!’