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    Acrylic Frame Project Report

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    api-440150477
    1. The document outlines the steps of an acrylic frame project, including defining the problem, generating design ideas, developing a solution, constructing a prototype, and reflecting on the process. 2. The student chose a design featuring images and would enlarge their name on the acrylic piece. Their first engraving did not cut out the name. 3. Manufacturing constraints like tooling and materials impacted the design. Dimensions in Inventor sometimes differed from the physical piece.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Acrylic Frame Project Report

    Uploaded by

    api-440150477
    126 views12 pages
    1. The document outlines the steps of an acrylic frame project, including defining the problem, generating design ideas, developing a solution, constructing a prototype, and reflecting on the process. 2. The student chose a design featuring images and would enlarge their name on the acrylic piece. Their first engraving did not cut out the name. 3. Manufacturing constraints like tooling and materials impacted the design. Dimensions in Inventor sometimes differed from the physical piece.

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    1. The document outlines the steps of an acrylic frame project, including defining the problem, generating design ideas, developing a solution, constructing a prototype, and reflecting on the process. 2. The student chose a design featuring images and would enlarge their name on the acrylic piece. Their first engraving did not cut out the name. 3. Manufacturing constraints like tooling and materials impacted the design. Dimensions in Inventor sometimes differed from the physical piece.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    126 views12 pages

    Acrylic Frame Project Report

    Uploaded by

    api-440150477
    1. The document outlines the steps of an acrylic frame project, including defining the problem, generating design ideas, developing a solution, constructing a prototype, and reflecting on the process. 2. The student chose a design featuring images and would enlarge their name on the acrylic piece. Their first engraving did not cut out the name. 3. Manufacturing constraints like tooling and materials impacted the design. Dimensions in Inventor sometimes differed from the physical piece.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 12

    Acrylic Frame Project (AFP)

    Saraigenesis Carbajal
    pd.8
    Step 1: Define the Problem
    Client: Mr. Mcging
    Target Consumer:
    Define the Problem: create an MDF frame with the correct measurements and create a image to engrave into a
    acrylic piece.
    Constraints:

    1. 1 piece of 3.4in by 3.4in of acrylic


    2. Parts must assemble without any adhesive
    3. Acrylic design Must be appropriate
    4. MDF frame must meet the specifications provided on the technical drawing
    5. The tooling process will be a .125” end mill
    6. Frame made from MDF( Medium Density Fiberboard)
    Step 2: Generate Ideas
    Step 2: Generate Ideas
    Step 2: Generate Ideas

    I chose the design on the right. I chose this design because I'd
    like to challenge myself a bit, plus i really like the images.
    Step 3: Develop A Solution
    Step 3: Develop A Solution
    Step 3: Develop A Solution

    ● Yes the design came out


    as I had envisioned it.
    ● I would make my name
    more larger and more
    towards the end of the
    acrylic so that the MDF
    legs would cover it up.
    ● Though the first time
    (left acrylic piece) we
    engraved my design on
    the acrylic my name
    wasn’t cut out.
    Step 4: Construct and a Prototype
    Inventor HSM Toolpath:
    Step 4: Construct and a Prototype
    Step 5: Reflect
    1. How does the manufacturing process impact design
    (i.e. tooling, tolerance, design, materials, etc.)?
    2. How does your final product compare to your final 1. The manufacturing process impacted the design because there were
    obviously some constraints and then there was specific type of tool
    design (sketch)? we had to use. As well as the different types of cutting feed rates and
    3. Inventor is a tool to bring designs to life (3D print, spindle feeds.
    laser engrave, cut out). Why is it important to have a 2. Well it was what I had envisioned i just either added a little more or i
    took somethings out.
    complete design on paper before starting Inventor 3. Well because if you don't have a design you don't know what to
    rather than “designing in Inventor?” create nor do you know do you have the dimensions. Puls you have
    4. When using the ShopBot and Laser Engraver, you nothing to base yourself off of.
    4. Ummm… no not really my questions were already answered in the
    had to create a specific file type so that your parts
    process. And I figured it out.
    could be cut and engraved. From this process, where 5. Why does inventor sometimes change the dimensions that you have
    do you still have questions or trouble understanding? originally like when we placed our pieces on the A-sized template
    and started to annotate it? The dimensions would be different than the
    What could reviewed in class so that you are better once on the actual piece (part).
    prepared for the next project.
    5. What do you still not fully understand or have
    trouble with in Inventor
    Step 5: Self Assess
    Rating
    Essential Skill (2-4)

    Essential Skill #1 - Design Process


    Students will apply the engineering design process to meet criteria and within given constraints while reflecting on
    the impact of the engineering solution and the steps taken.

    Essential Skill #4 - Advanced 3D Modeling (Inventor - .ipt)


    Students are able to use Autodesk Inventor to create a 3D model of a part from a sketch or technical drawing.
    Students can use multiple 3D modeling features (e.g. extrude, revolve, sweep, loft, cut, etc) to create a part. Parts
    are modeled accurately following given dimensions.

    Essential Skill #5 - Inventor Assemblies (.iam)


    Given a set of Inventor parts (.ipts) students are able to apply constraints to create a complete assembly that limits
    the specific degrees of freedom. Students will select the appropriate constraints for given parts and mating
    processes (e.g. mate, flush, insert, angle, etc). From an assembly, students will be able to create an exploded view
    with animation features.

    Essential Skill #6 - Inventor Technical Drawing Creation (.idw)


    Students will be able to place correct views on a properly sized drawing sheet. Parts will be scaled to show
    necessary detail and features. Dimension are properly placed as needed; parts are not over dimensioned. A
    technical drawing sets is compiled to include, but not limited to, multi-views, isometric, exploded views, parts list,
    balloons, cover page and titles blocks.

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