This study experimentally investigated a selected methodology of mechanical torque testing of 3D printed gears. The motivation for pursuing this topic of research stemmed from a previous experience of one of the team members that propelled inspiration to quantify how different variables associated with 3D printing affect the structural integrity of the resulting piece. With this goal in mind, the team set forward with creating an experimental set-up and the construction of a test rig. However, due to restrictions in time and other unforeseen circumstances, this thesis underwent a change in scope. The new scope focused solely on determining if the selected methodology of mechanical torque testing was valid. Following the securement of parts and construction of a test rig, the team was able to conduct mechanical testing. This testing was done multiple times on an identically printed gear. The data collected showed results similar to a stress-strain curve when the torque was plotted against the angle of twist. In the resulting graph, the point of plastic deformation is clearly visible and the maximum torque the gear could withstand is clearly identifiable. Additionally, across the tests conducted, the results show high similarity in results. From this, it is possible to conclude that if the tests were repeated multiple times the maximum possible torque could be found. From that maximum possible torque, the mechanical strength of the tested gear could be identified.

This study experimentally investigated a selected methodology of mechanical torque testing of 3D printed gears. The motivation for pursuing this topic of research stemmed from a previous experience of one of the team members that propelled inspiration to quantify how different variables associated with 3D printing affect the structural integrity of the resulting piece. With this goal in mind, the team set forward with creating an experimental set-up and the construction of a test rig. However, due to restrictions in time and other unforeseen circumstances, this thesis underwent a change in scope. The new scope focused solely on determining if the selected methodology of mechanical torque testing was valid. Following the securement of parts and construction of a test rig, the team was able to conduct mechanical testing. This testing was done multiple times on an identically printed gear. The data collected showed results similar to a stress-strain curve when the torque was plotted against the angle of twist. In the resulting graph, the point of plastic deformation is clearly visible and the maximum torque the gear could withstand is clearly identifiable. Additionally, across the tests conducted, the results show high similarity in results. From this, it is possible to conclude that if the tests were repeated multiple times the maximum possible torque could be found. From that maximum possible torque, the mechanical strength of the tested gear could be identified.

This study investigates whether an experience as a novice can help alleviate expert blindness in Arizona State University faculty. Expert blindness, also known as the expert blind spot, is a phenomenon in which an expert in any subject finds it difficult to teach because they are so advanced at it. Many faculty have taught the same subject for so long that certain things that are difficult for beginners in their courses are trivial for the expert. In this experiment, ASU faculty were given five weeks of instruction to learn to solve the Rubik’s Cube in five minutes or less. Before and after the five-week experience, the participants took the Interpersonal Reactivity Index assessment, which measures empathy. Throughout the Rubik’s Cube challenge, the faculty were also asked discussion questions and invited to participate in informal interviews. The study finds a significant increase in the “empathic concern” of the participants after the experience, with a sample size of five participants. The qualitative interview data confirms the survey data, and the main sentiments of the professors after going through the experience were distilled into four main themes: (a) patience and reflection; (b) individualized approaches; (c) trying, failing, and improving; (d) knowing what and when to explain. An effective teacher who is aware of their tendency towards expert blindness should be aware of these four themes and strive to include them in their own teaching. The study recommends that universities and companies should have “beginner experiences” at regular intervals to remind experts what it is like to be a beginner again. These experiences not only mitigate the expert blind spot but promote lifelong learning and an active brain.