The main focus of this work is, therefore, to determine the pedagogical effects of allying the analytical procedures and virtual simulators. The typical trend in engineering students, skipping the manual analytical methodology to solve a problem in order to go straight to numerical simulations via commercial Finite Element (FE) codes, was observed. During classes, patent aversion to solve analytical problems was clearly observed on the part of the students once calculus knowledge was required. Then, analytical and numerical analyses are performed and compared. Doing so, three-dimensional structural modelling is applied to study the behaviour in selected simple case-studies where an external load is applied and the corresponding deflections are evaluated. Particular focus is given on the development of curricula components related to Computer-Aided Design and Manufacturing. Therefore, structural mechanics fundamental concepts and mechanics of materials are also addressed. Several aspects are addressed, covering CAD (Computer-Aided Design) modelling systems to CAE (Computer-Aided Engineering) solutions, in terms of analysis and validation of mechanical resistance calculations. This paper reports pedagogical experiences and educational techniques in the field of Mechanics of Structures (Mechanical Engineering degree), resorting to computational tools.
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