Abstract
This paper reports pedagogical experiences and educational techniques in the field of Mechanics of Structures (Mechanical Engineering degree), resorting to computational tools. 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. Therefore, structural mechanics fundamental concepts and mechanics of materials are also addressed. Particular focus is given on the development of curricula components related to Computer-Aided Design and Manufacturing. 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. Then, analytical and numerical analyses are performed and compared. During classes, patent aversion to solve analytical problems was clearly observed on the part of the students once calculus knowledge was required. 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. The main focus of this work is, therefore, to determine the pedagogical effects of allying the analytical procedures and virtual simulators. It was possible to confirm the beneficial aspects of such methodology, considering that the regular engineering student has already a scientific basis on calculus and analytical process. Such knowledge will support mechanical project decisions, from model development to the analysis, and a sounding background to perform criticism of the results provided by the software.
Highlights
In the early 1960s, Ivan Sutherland, a doctoral student at the Massachusetts Institute of Technology (MIT), developed the first interactive 2D Computer-Aided Design (CAD) software, named “Sketchpad” [1].Since many pieces of related research were carried out
Many other CAD systems are being widely used in engineering, design and manufacturing, including geometric modelling, structural and motion analysis, CNC machining and rapid prototyping [4]
The fact is that teaching and learning in CAD is not an easy task, as it is not just about computational skills and the capacity to think about the problem and to solve it, as well as other important factors such as spatial vision and motor coordination
Summary
The fact is that teaching and learning in CAD is not an easy task, as it is not just about computational skills and the capacity to think about the problem and to solve it, as well as other important factors such as spatial vision and motor coordination This means that less experienced students or even beginners may face some significant difficulties due to the lack of scientific basis, the need for continuous improvement and rapid obsolescence of acquired knowledge [11]. The students were required to use different methods to analyse the stress state of a typical engineering structure and seek the optimal design (e.g., theoretical calculations) They reported a good feedback from the students, demonstrating how it can increase their interest in learning and applying the acquired knowledge. The theoretical knowledge of related concepts makes it possible to and quickly understand it
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