Keyword: «additive technologies»

An important task facing a digital school teacher is to prepare a graduate who is able to use the acquired knowledge in practice and offer non-standard solutions demanded by Industry 4.0. The authors investigate the problem of substantiating the effectiveness of 3D-modeling use for building up research skills of students in the context of additional education. The purpose of the study is to explore the potential of 3D-modeling in the classroom in the system of additional education for the development of research skills of schoolchildren. The following classification of research skills is used in the work: operational, communicative, organizational, informational. The authors have identified the appropriate indicators for them: conducting observations and research; hypothesizing; planning activities; analysis of information sources. The scientific novelty lies in the fact that the potentials of using 3D-modeling are substantiated as an additive technology for training school graduates who should be able to successfully self-actualize in the conditions of the creative industry. Theoretical significance – the authors identified didactic capabilities of 3D-modeling tools in the context of additional education contributing to the development of students’ research skills by increasing the visibility of the product presentation, versatility, the absence of the need for an additional physical model, the relative speed of obtaining drawings and layouts. Experimental work was carried out on the basis of the Center for Prototyping of the Orel State Institute of Culture, in the studios of blogging and creative video. Models and objects printed on a 3D-printer were evaluated during diagnostics. Pearson's χ2 (chi-square) test was used as a statistical processing method. The results present a program of classes for the module "Creative Modeling", which allows developing the research skills of studio participants during carrying out interdisciplinary tasks. A system of tasks has been worked out to support all stages of students' activities. Conclusions are drawn about the potential of 3D-modeling: putting forward a hypothesis of a natural-scientific character and testing it experimentally; mastering the methodology of independent planning and conducting an experiment in compliance with safety regulations, etc. The difficulties that complicate the use of 3D-models are formulated: the problem of training mentors to use technology; the organization of students' access to equipment. The results obtained can be used in classes in the system of additional education for career guidance work, organizing free time and supporting the intellectual development of students.

AlSi5 alloy samples were produced by welding arc additive technology and different variants of layer growth trajectories. Impact toughness tests at the test temperature of minus 60 ˚C and microstructure of the clad alloy were carried out. The results of the impact toughness test at the test temperature of minus 60 ˚C averaged 20.4 J/cm2, which indicates the possibility of using the technology of layered electric arc growth of AlSi5 alloy for the creation of products operating at low climatic temperatures, taking into account the control of the order of overlaying layers to reduce defects in the clad metal and the establishment of a tolerance for machining at the edges of the clad layers due to the presence of scattered pores.