LINC 84A: 3-D DESIGN CONCEPTS
Foothill College Course Outline of Record
|Hours:||2 lecture per week (24 total per quarter)|
|Advisory:||Experience with internet software tools, browsers, hyperlinks, online media resources, and basic skills using a computer.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- Define and identify the types of 3-D design and their uses.
- Identify how 3-D design can be used to replicate, improve, and reduce the costs of producing items.
The student will be able to:
A. Define and identify the types of 3-D design and their uses.
B. Identify how 3-D design can be used to replicate, improve and reduce the costs of producing items.
C. Identify and employ the parts of the design process from 2-D image to 3-D solid.
D. Design and produce basic items quickly and easily.
E. Prototype and test items to develop iterative designs.
F. Identify potential uses for independent 3-D design in education, business, and/or government audiences.
A. Introduction to 3-D Design Possibilities and Uses
1. Reinventing existing objects
2. Combination of design and artistic genres
3. Prototyping new products
4. Additive/ancillary items to existing items
B. Design Techniques in 3-D Printing
1. Creating 2-D sketches to visualize items
2. Using online databases as models to improve designs
3. Reverse engineering models to understand design and process
4. Combining design processes from multiple models
C. Using 3-D Design Software
1. Developing basic shapes (cube, cylinder, sphere, cone)
2. Combining multiple shapes within one project
3. Understanding scale and its applications within the specific software application
4. Understanding the types of 3-D design software, their features and uses within industry, business, education and other applications
D. 3-D Production Process
1. Creating solid objects
2. Creating hollow objects
3. Duplicating objects to ensure scale and interoperability
4. Slicing objects to ensure interoperability
E. Design Guidelines for Successful 3-D Printing
1. Material types and uses
2. Build orientation
3. Object thickness considerations (strength/weight)
4. Designing connected parts and custom features/designs)
F. Potential Applications for 3-D Design within Society
1. Educational applications
2. Business applications
3. Government applications
4. How does 3-D design reduce costs and time in the product production cycle
Special Facilities and/or Equipment
B. When taught via the Internet: Students must have current email accounts and/or ongoing access to computers with email software, web browsing capability, and access to the World Wide Web.
Method(s) of Evaluation
The student will demonstrate proficiency by:
A. Developing a project utilizing 3-D design software for the participant's specific purposes, whether educational, business-related or personal.
B. Presentation of their web-based/3-D printed project to peers.
C. Making constructive contributions to class discussions.
Method(s) of Instruction
During periods of instruction the student will be:
A. Listening actively to lecture presentations delivered in student-centered learning style by taking notes, following demonstrations, or completing an activity
B. Participating in facilitated discussions of live presentations, readings or video presentations
C. Presenting in small group and whole class situations
Representative Text(s) and Other Materials
Instructor-assigned notes and materials.
Example textbook: Micallef, Joe. Beginning Design for 3-D Printing. Apress Media, 2015. Print.
When course is taught online: Additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered by email and on the World Wide Web, and discussion may be handled with internet communication tools.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Each week requires the student to read and analyze selected websites or student projects related to that week's topic.
B. Each week's topic requires a written response to a prompt that is turned in to the instructor for review. Each prompt is designed to be a draft of a section of the student's completed project. Instructor feedback should be reflected in the final product.
C. Each week's topic requires the student to participate in a weekly discussion prompt based on that week's readings and assignment. Students are to respond to other students' responses offering support, suggestions, alternative ideas, and resources.