Autocad 3D Design

Do you want to design objects and experiences that can transform people and businesses? From unique products and inviting furniture, to skilled hand-crafting and impressive spaces, the UK leads the world in creative industries. Our award-winning course explores all aspects of 3D design and offers you three specialist pathways to help you steer the world towards a more desirable, safer and sustainable futureTake advantage of the unique freedom you’ll have throughout the course to work across the disciplines of 3D design: product, furniture, ceramics and interiors. The product designer discipline is an industry accredited course – one of only two in the country.Work with real clients from your personal desk space, in a vibrant open plan studio that’s open until midnight with computer-aided design (CAD) stations and student-run 3D printers.

Take advantage of our excellent facilities staffed by approachable technicians. Our facilities include Computer Numerical Control (CNC), steam bending wood workshop and digital making including a ceramics 3D printer.Participate in free culture trips to Barcelona, Amsterdam, Berlin and New York and take the opportunity to study abroad on exchanges in Japan, USA, India, Italy, or Romania.With strong and supportive teaching in small groups and one-to-one tutorials, but no imposed ‘house style’, you’ll develop your own unique identity.You’ll build up a large portfolio, as fresh projects start every six weeks, and your assessmentsare 100 per cent coursework – so no exams.Join our community of current and past students who have won numerous world-class design competitions.Enrol on a course with high student satisfaction. 100 per cent of the students who took our product designer route in 2013 were satisfied with their course.

In your first year, you’ll explore all three of our related disciplines: Designer Maker, Product Designer and Spatial and Interior Designer. You’ll learn how to design, and expand your knowledge and skills in practical design projects, and develop teamwork and project skills across various disciplines. You’ll also explore the limits of design practices and experience links with art and expression, comprising culture, materials, process and market. Through a series of workshops, seminars, lectures & studio projects, notions of the man-made landscape will be investigated with an emphasis on ecology & design, nature, sustainability, site adaption and regeneration. Experimental research & multi media communication strategies will be explored to develop speculations on nature within public & private realms.

Combined level 4&5 students can choose projects within any 3D Design pathways. By teaming up with level 5 students, this module is the first opportunity for level 4 students to make in-depth observations to inform their pathway choice. Working with senior peers enable faster learning, acquiring new skills and knowledge, providing team working and cross year cooperation.This module is seen as the culmination of studies in Design Culture and provides the students with the opportunity to research and write an illustrated dissertation. Students submit a brief description of their preferred topic and the module is led through a draft structure.

This module seeks to develop students understanding of a wide range of communications methods and to develop their confidence and ability to communicate confidently, effectively, clearly and efficiently. This module is seen as the culmination of studies in Design Culture and provides students with the opportunity for in-depth research and to write an illustrated dissertation. Students have the opportunity to use their creative and analytical skills on a concentrated topic area.

An introduction to the nature and range of Three Dimensional Design practice, its historical, cultural and critical context. A range of research methods and critical standpoints are introduced with a view to informing and contextualising practice. The module also includes research as part of a team and involves further individual investigation and individual reporting. Students are given the opportunity to run a significant project under a selected external constraint such as a competition. Working towards prepared design briefs such as those set by the RSA and numerous organisations related to design, students achieve deeper learning by working within externally driven constraints, generating design solutions that stretch or challenge their own design identities, and presenting them coherently to external parameters.

This module seeks to introduce students to the varied nature of topics and approaches within design. Through a series of short projects students will develop idea generation skills including the use of visual research and direct workshop based material experimentation leading to both 2D and 3D outputs
This module focuses on Designer Maker practice, in context with external factors, to further develop design abilities with responsibility and autonomy and increasing awareness of professional practice. Aspects of the module will investigate the potentials and opportunities of multiple production. The production, marketing, financial and project management implications of designer maker practice will also be addressed.

Students will be introduced to the wide range of materials and processes available to them as designers and will have the opportunity to develop skills in the selection and processing of materials and the communication of design information. The module provides students with an opportunity to run a compact though significant project, expressive of their design approach, with an introduction to business and professional design. It facilitates both a creative approach encouraging innovation to a professional standard with financial factors, intellectual property rights and principal project management strategies.

This module offers the student an opportunity to self initiate a project within the award of Designer maker. The module will extend the knowledge and understanding of the individual¿s approach to designer maker practice. Combined level 4&5 students can choose projects within any 3D Design pathways. By teaming up with level 4 students, this module prepares level 5 students to take leading roles in team-working. Working with peers enable faster learning, acquiring new skills and knowledge, providing team working and cross year cooperation.

This core module provides students with an opportunity to perform and reflect what skills are typical and necessary to be a product designer, and an appreciation of the level required for professional practice.
STL and DAE design files with ‘normals’ pointing the wrong way are automatically found and corrected by our making system. But just for the moment, you’ll need to take care with your VRML 97 designs.
So before uploading your designs, ensure your ‘normals’ are pointing in the right direction. If they are not, they need to be reversed before you upload your designs. Here’s in your specific design software.

This module introduces the potential opportunities, skill requirements, responsibilities and processes of product design. Following a series of specific creative design activities students will undertake and complete a programme of project work. This will allow the students to engage and begin to practice the skill-sets required to become a product designer.The thickness of the walls in your 3D designs must meet a minimum wall thickness setting. If your design has walls which are too thin, we will send it back to you to change your design before it is made.

Through a series of studio projects, seminars and lectures the module will introduce the key aspects and qualities of Interior Design with an emphasis on the creation of environments, atmospheres and the evolutionary process of design. The size of the design details/features in your 3D designs must meet a. If your design has details which are too small, we will send it back to you to change your design before it is made.

Through a series of workshops, seminars, lectures & studio projects, notions of `place making¿ will be explored in context of the man-made environment with an emphasis on inventiveness and experimentation through the search for suitable techniques and expressive forms. The minimum bounding box size for objects is 10mm x 10mm x 10mm. If the dimension of any axis is less than 10mm then you will get a warning message notifying you of this. The system will not automatically reject your design, but it may be rejected after purchase if the overall size is too small. For example, a part 3mm x 3mm x 3mm is too small, but a part 50mm x 40mm x 2mm is OK.

This module deals with major issues and concepts affecting design. There is an acknowledgment of the impact of wider social, political, economic and cultural factors, as well those related to design practice. The module also concentrates on the development of research skills, the critical evaluation and contextualisation of which will form the basis of a primer to thesis/dissertationObjects will be printed in the orientation that you design them. The outcome of your printed object may be different depending on the orientation of the object in your 3D design file. Some things to consider include:

A trans-disciplinary module that operates across social, environmental and technological design practices. It draws on contemporary theory and practices offered by interaction, sustainable design and `design science
Terrain lines - these will appear on the surface and show the layering that is inherent to 3D printing. You may wish to orient your model in order to minimize the impact of these or maybe use them to accentuate the shape of your form.

Combined level 4&5 students can choose projects within any 3D Design pathways. By teaming up with level 4 students, this module prepares level 5 students to take leading roles in team-working. Working with peers enable faster learning, acquiring new skills and knowledge, providing team working and cross year cooperation.Cylindrical shapes printed on their side may be less round than a cylinder that is printed in a vertical orientation.Strength - Long, thin and straight products will be stronger if printed horizontal than if printed vertically. ie the bond between layers is slightly weaker than the bond between particles on each layer
Where possible you need to avoid designing products that entrap support material. For example, if you print a hollow ball the support material inside the ball cannot be easily removed. This may require you to add holes in your design in order to remove support material.

This module provides the opportunity to explore an individual, self determined approach to designer maker practice. The intention is to raise the levels of making skills, design awareness and aesthetic judgement in the student's work. Students elect this module to spend 10 to 12 weeks at an approved institution or business in Europe where a SOCRATES mobility programme or work experience has been agreed. Sometimes a 3D design that we think is make-able, turns out not to be. If this happens, we’ll show you how to fix your design. And if that doesn’t work, we’ll refund your money in full. Some examples of this include:

This module extends the knowledge and understanding of the individual¿s approach to designer maker practice through negotiated studio/workshop study and short set projects. This module provides the opportunity for the individuals to develop specific designer maker skills. Individuals will focus both 2D and/or 3D skills. Fragile features may be over the minimum detail size, but can still not support themselves in any direction.

Students will undertake a comprehensive study of materials and manufacturing processes with investigations into how we use (sometimes exploit) and should select materials to ensure a sustainable future. Parts with uneven part density, like a dense head on a thin neck, can cause problems due to heat distribution through the product.It is possible to shape features in a way where post-processing can’t reach - such as polishing the inner features of a particularly complex part.

Students will be introduced to a 'Live' design project that encourages them to investigate and develop a personal philosophy and design process with respect to professional practice and business factors. Students will undertake a design project that allows them to discover and make professional choices around `viability¿ (from a business perspective), `feasibility¿ (from a technology perspective), and `desirability¿ (from a consumer perspective).