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/02_module-1-what-is-3d-printing
/03_3d-printing-facts-concepts
/06_3d-printing-applications.en.txt
[MUSIC] Now, let's take a look at applications. How 3D printers are being used. The next course in our specialization | |
will delve in more detail on this topic. So just wanted to give | |
you a few examples here. At present, 3D printers are being | |
used by many firms, not only for prototyping objects, but | |
also for manufacturing them. For example, General Electric uses 3D | |
printing to make thousands of parts for its jet engines. Also, Nike is working on | |
making 3D printed shoes. And Loco Motors, a car company, | |
recently 3D printed an actual car. In the US, most hearing aids and | |
dental implants are 3D printed. And several universities and firms are working on technologies that may | |
some day produced 3D printed human organs. For example, | |
the University of Louisville recently announced that they hope to 3D | |
print a human heart by 2023. We'll discuss this and | |
several other 3D printing applications, in the second week of our course. Although, most desktop 3D printers will | |
never make a car or a human heart, there are still lots of amazing things | |
that could be made using low cost, desktop 3D printing technology. Provide some stories of what our | |
students who come to our lab are using this technology | |
to make everyday. We'll discuss this in | |
the second week of our course. If you complete the specialization, | |
you will be able to design and create things that you probably | |
haven't even begun to imagine yet. That help guide you into how to think | |
about the things that you can make using a 3D printer, please take a look at this | |
3D typology which I developed a couple years ago with one of our doctoral | |
students as a way of thinking about, what these tools can make. So my doctoral student and | |
I examined 500 different objects that had been posted on the website, | |
thingiverse.com. And we tried to classify these | |
objects using a typology. So what you see here is the typology. It has two axis resulting | |
in four categories. The first axis, | |
the horizontal axis, is the type of product whether it's a new product or | |
an existing product. The second axis, | |
the vertical axis, is the degree to which the product is a standalone | |
object that just works by itself. Or a component or | |
a piece of a larger object. So we combine these two axis | |
we have these four archetypes. So going from the top left, | |
we have creations and what you see here is a grading dice. And this is a dice that has | |
different grades, A, B, C and D and also a couple others. And this is an example | |
of a new object that you wouldn't be able to buy in a store. And it works by itself, | |
you just toss a dice so it's standalone. Moving to the right, we have the next | |
category which are substitutes and they are simply objects that | |
you could buy in a store. Instead of buying in a store, you would | |
print it on your desktop, for example. So here we're showing a whistle. So for example, although you could buy a | |
whistle in the store, if you were coaching your son's soccer game and | |
it was 6 AM and the store was closed and you needed a whistle, printing it would | |
be a convenient way to obtain it. The next category down to the right | |
is something we call replacements. And what you see here on the right is | |
this knob on the right was 3D printed for an old stove. And so, lots of things that | |
we have something breaks and it's hard to find a replacement object. And now if you have a digital design or if you want to sketch the object in | |
a 3D modeling program such as SketchUp, or perhaps even scan the broken piece, | |
you can now print a replacement object. And the final category on the bottom left | |
is something that we call solutions. And what you see here is | |
a solution to a problem of trying to integrate two | |
different toy systems. So this is called a duplo | |
brio connector and the bottom it connects | |
with Lego duplo blocks. And on the top across the top | |
is the brio train track. So this connector allows you to | |
integrate this two different but in compatible toy systems, | |
so those are solutions. So we develop this classification and then | |
we randomly picked 500 different objects on Thingiverse, and then independently | |
my student and I each try to classify these 500 objects into 1 | |
of these 4 different boxes. So what do you think we found? Which category had the most objects? Well, let's take a look at that. So as you see here in this next slide that | |
by far and away the biggest category, over half of these objects, | |
work creations, and you see the percentages for | |
the other three categories? And this is interesting because | |
we have to think of 3D printer as creating existing products, | |
and some individuals will say, why would I want to make my own whistle | |
when I can buy within the store, well perhaps you couldn't | |
if the store was an open? But that's really missing the point, | |
the key point here is that 3D printing allows us to create new objects | |
that have never been seen before. So the fact that the majority | |
of these objects, 51% are creations is really interesting. This suggests that people | |
are using 3D printers to create new-to-the-world products | |
that have never existed before, and this is really the magic of 3D printing. I hope this typology has been | |
useful in helping you think about the sort of things you can | |
make with a 3D printer. As you can see, 3D printers can make | |
a variety of objects, both those that have already existed as well as those that | |
have never ever been made before. The possibilities are endless and the use of this technology is | |
as broad as your imagination. I hope this overview of 3D printing has | |
provided you with a better understanding of how you can put your imagination into | |
action, and turn your ideas into objects. [MUSIC] |