Workshop VICE

VOŠ a SPŠ Žďár nad Sázavou
This is a design and construction of a small workshop vice, a similar type to vices offered by the YORK company.
Hard
Medium-term
15+ yrs
Verified by Prusa Team
Suitable printers: Prusa MK3 & MMU2Prusa MK3/S/S+Prusa MK3S/+ & MMU2S/3
11
313
2
2341
updated August 24, 2022

Summary

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This is a design and construction of a small workshop vice, a similar type to vices offered by the YORK company.

The focus of the target group

Technical fields, technical schools, technical clubs

Necessary knowledge and skills

The students must possess basic knowledge of modeling and creating lineups of the individual parts. We created the model in Autodesk Inventor software. It is necessary to know and understand the sketch environment, including the knowledge of dimensioning, bonds, etc. Further on, functions such as ejection, rotation, spiral, field, and more. When dealing with lineups, bonds, restrictions of bonds, animation of bonds, and collision controls are used. Further on, it is necessary to be able to export the model as an STL and to be able to prepare the program for the 3D printer in Prusaslicer software and be able to use and control the printer. Lastly, it is necessary to use a screwdriver to assemble the individual parts.

Project objectives

The goal objective of this project was to design, 3D print, and assemble a workbench vice. The students had to construct a vice of a suitable size and dimensions for a mini-workshop mentioned above. The main objective was to deepen the knowledge and skills acquired in previous lessons. The students had to create 3D models of individual parts with emphasis on simple 3D printing, preferably without the necessity for support. Then it was necessary to assemble a virtual lineup from the individual parts, verify their assemble ability, check for possible collisions between individual parts, etc. The next objective was to introduce the Prusaslicer software to the students in detail and to teach them how to prepare G-code for 3D printers and, of course, the 3D printing process itself. The students then verified their performance by printing and assembling the lineup.


 

Required equipment

-usual IT classroom equipment -common workshop tools – PZ screwdriver, cutter knife, event. sandpaper -3D printer – engineering tables - fasteners: - screw 3,5x30 6 pcs(jaws) - screw 3,5x701 pcs (beam + threaded rod) - screw 3,5x50 6 pcs (nut + vice body) - screws 3,5x60 7 pcs (movable jaw + thread case) It would be better to optimize individual parts so screws of the same length can be used for assembling all parts. A problem could occur when assembling the jaws with the body of the vice as there is not enough room for longer screws. 

3D modelingFastenersIT classroomWorkroom

Project time schedule

Before starting the project, you need to get the necessary material, in this case it is only screws to connect the individual parts. Work on the modeling itself can last between 6-8 teaching hours, depending on the skill of the students and their ability to work independently in the modeling software. After printing, there is no need to adjust the individual parts in any way, just remove possible stringing and minor imperfections. Assembly should be done in 1 hour. The total printing time of one vise is therefore approximately 110 hours.

Workflow

  1. The project is intended for students with a more technical orientation. If it will be used for a different purpose, it is a good idea to first check how such a vice works and what its construction is like.
  2. Summarize and describe how the construction of such a vice should look like. Describe what parameters it should have, explain the purpose and function of individual components.
  3. Project the assignment on a screen with a projector or print it out and hand it out to each student. As part of the assignment, it is advisable to show them different types of vices and to clarify which design option they will choose. They can also be shown a drawing of the assembly of this vise, as inspiration.
  4. It is good to remember the principles of modeling parts intended for 3D printing (clearance, dimensions of screw holes, model to print ideally without supports, etc.)
  5. It is assumed that the students already know how to work with 3D CAD software, so they should start working independently.
  6. The teacher should continuously check the students' work and possibly help them with technical matters or modeling.

 

  1. It is necessary to mention the work with the Machine Tables - here it is necessary to find the dimensions of the threads for the threaded rod. We used a metric thread, due to the previously verified easy printability. The pitch of the thread should be as large as possible, for example 3 or 4 mm, even more.
  2. When modeling the nut and threaded rod, it is necessary to take into account manufacturing inaccuracies and the shrinkage of the material, therefore the nut must be made with more clearance compared to the screw than stated in the engineering tables.
  3. It is necessary for the students to assemble the individual parts into an assembly and check for assembly in case of collisions, etc.
  4. After completing the modeling, it is necessary to show the students how to work with Slicer and how to prepare G-code.
  5. It is necessary to control what the students set in order to avoid unnecessary mistakes and waste of material during printing.
  6. Then upload the programs to the SD card and print the parts.
  7. Due to the long printing times, the teacher needs to have the remaining parts printed by the next lesson.
  8. Assemble the individual parts and thereby verify the design.
  9. Evaluation of the functionality of the part, discussion of possible improvements, etc.

Authors

Teacher: Ing. Jan Straka with contribution of students of sophomore and senior year, field Model equipment technician and Mechanic-adjuster.

Model origin

The author hasn't provided the model origin yet.

License