| Study programme competencies |
| Code | Study programme competences |
| A9 | RA9. Define the 3D printing method taking into account the characteristics of the object to be produced. |
| A11 | RA11. Recognise the possibilities of additive manufacturing compared to traditional manufacturing. |
| B1 | RA12. Knowing and applying characterisation and analysis techniques of materials (metals, ceramics, composites, polymers...) in order to understand their properties and identify potential uses. |
| B4 | RA15. Select materials for specific manufacturing applications based on the specifications of the additive manufacturing tools and printers to be used, as well as the different types of existing modelling. |
| B6 | RA18. Analyse the characteristics of the objects to be produced in order to select the most suitable printing method. |
| B8 | RA20. Repair high added value parts and produce replacement parts through the use of additive manufacturing tools and technologies. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| Define the 3D printing method taking into account the characteristics of the object to be produced. | AJ9 |
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| Recognise the possibilities of additive manufacturing compared to traditional manufacturing. | AJ11 |
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| Knowing and applying characterisation and analysis techniques of materials (metals, ceramics, composites, polymers...) in order to understand their properties and identify potential uses. | BJ1 |
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| Repair high added value parts and produce replacement parts through the use of additive manufacturing tools and technologies. | BJ8 |
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| Analyse the characteristics of the objects to be produced in order to select the most suitable printing method. | BJ6 |
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| Repair high added value parts and produce replacement parts through the use of additive manufacturing tools and technologies. | BJ8 |
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| Select materials for specific manufacturing applications based on the specifications of the additive manufacturing tools and printers to be used, as well as the different types of existing modelling. | BJ4 |
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| Contents |
| Topic | Sub-topic |
| Metallic alloys in propulsion and generation of energy |
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| Application of the technologies L-DED and L-PBF in the manufacture and repair of metallic parts |
Experience with a L-DED system and high performance alloys. Additive manufacturing standards |
| Recycled polymers and polymeric biocomposites for more sustainable energy applications. | . |
| Functional polymers for energy applications | . |
| Fabricación multimaterial. | . |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A9 A11 B1 B4 B6 B8 | 16 | 40 | 56 |
| Laboratory practice | A9 B1 B4 B6 B8 | 25 | 25 | 50 |
| Supervised projects | A9 A11 B1 B4 B6 B8 | 6 | 31.2 | 37.2 |
| Oral presentation | A9 A11 B1 B4 B6 B8 | 0.5 | 3.3 | 3.8 |
| Directed discussion | A9 A11 B1 B4 B6 B8 | 1 | 0 | 1 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Guest lecture / keynote speech | In the lecture session, the main concepts of each topic that makes up the subject will be presented in the classroom. They will be supported by available technical resources such as PowerPoint presentations, videos, etc. |
| Laboratory practice | The majority of interactive teaching will take place during laboratory practices. In these practices, students, divided into small groups, will observe the application of the main theoretical concepts reviewed in the previous class. These classes may include interactive videos, where they will work on the content, processing exercises, conferences, etc. |
| Supervised projects | As part of the course, students will complete one or two supervised assignments. The idea is for students to apply the concepts learned in the subject in a practical real-world scenario, learn to consult specialized bibliographic sources, work in groups, use technical and inclusive language, etc. |
| Oral presentation | Students will give a brief oral presentation to the rest of the class. |
| Directed discussion | The debate will begin with an opening by the professor, followed by a question and answer session related to the topic presented |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Supervised projects | A9 A11 B1 B4 B6 B8 | The quality of the presented report will be assessed. | 40 |
| Oral presentation | A9 A11 B1 B4 B6 B8 | During the presentation, they will demonstrate the knowledge they have acquired and their communication skills by explaining the relevant aspects of their work in a clear and concise manner. | 30 |
| Directed discussion | A9 A11 B1 B4 B6 B8 | Related questions will be asked on the topic, to which they must respond accurately and substantiated, demonstrating their deep understanding of the subject and their ability to apply the concepts learned | 30 |
| Assessment comments | |||
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In case the student commits an infraction in the subject (according to the Student Disciplinary Regulations): the student will be graded with a "fail" (numerical grade 0) in the corresponding exam session, whether the infraction is committed at the first or second opportunity. For this, the student's grade will be modified in the first opportunity report, if necessary. The special situations of students who cannot take the course in person or with recognition of part-time dedication and academic dispensation of exemption from attendance, must be communicated to the teacher at the beginning of the term and adequately justified. The lecturer will give the appropriate instructions so that the student can follow the course without any problems. The evaluation criteria will be identical in the two opportunities of the call (January and July) and in the extraordinary call (December call). |
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| Sources of information |
| Basic |
Bandyopadhyay, Amit, and Susmita Bose (2020). Additive Manufacturing. 2nd ed. Boca Ratón:CRC Press
Froes, Francis, and Rodney Boyer (2019). Additive Manufacturing for the Aerospace Industry. Ed. Francis Froes and Rodney Boyer.: Elsevier
Peyre, Patrice, and Eric Charkaluk (2022). Additive Manufacturing of Metal Alloys 1: Processes, Raw Materials and Numerical Simulation.. Newark: John Wiley & Sons, Incorporated,
Peter C. Powel (1983). Engineering with Polymers. Ed. Chapman and Hall,
Brandt, Milan (2017). Laser Additive Manufacturing: Materials, Design, Technologies, and Applications. Ed. Milan Brandt. Amsterdam: Elsevier
Sarker, Dyuti et al, (2021). Metal Additive Manufacturing. Newark: John Wiley & Sons, Incorporated
Marlene G. Rosato, Dominick V. Rosato (2001). Plastics Design Handbook. ato Ed. Kluwer Academic Publishers |
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| Complementary | |
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| Recommendations | |
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus |
| Other comments | |
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Recommendations on sustainability and the environment -Students will be taught the importance of ethical principles related to the values of sustainability so that they can apply them not only in the classroom, but also in their personal and professional behaviour. -To help achieve an immediate sustainable environment and meet the objective of action number 5: "Healthy, environmentally and socially sustainable teaching and research" of the "Green Campus Ferrol Action Plan": -The delivery of the documentary work carried out in this subject : It will be requested in digital format and/or in computer support. It will be done through Moodle, in digital format without the need to print it. If it is necessary to do them on paper: No plastics will be used Double-sided printing will be used. Recycled paper should be used. Drafts should not be printed. Sustainable use of resources and prevention of negative impacts on the natural environment should be made. Recommendations on Gender Equality and respect for diversity -According to the different regulations applicable to university teaching, the gender perspective must be incorporated in this subject (non-sexist language will be used, bibliography of authors of both sexes will be used, the intervention of male and female students in class will be encouraged...). -We will work to identify and modify sexist prejudices and attitudes, and we will influence the environment to modify them and promote values of respect and equality. -Situations of gender discrimination will be detected and actions and measures to correct them will be proposed. -The full integration of students who, for physical, sensory, mental or socio-cultural reasons, experience difficulties in gaining suitable, equal and beneficial access to university life will be facilitated. |