Modal finite element correlation for computer aided engineering education

Abstract

AbstractThe main challenge faced by many mechanical engineering educators is the implementation of real solutions during their courses. One alternative can be a realistic case study, where the students can be engaged in the development and analysis process currently applied in the industry. This kind of teaching process not only can be used to improve the quality of teaching‐learning process but also the students can have opportunities to solve real engineering problem. Therefore, this paper reports a realistic case implemented in mechanical engineering courses given in bachelor's and master's degrees. The component under evaluation has been selected considering the student's interest, this criterion was also taken to involve several students into a real project process to their learning development. The same problem was solved during an academic semester, it was solved using different approaches and student's abilities. This procedure can be replicated for students and teachers by following steps. The first step in this process was to describe the theoretical basis for modal analysis to understand how it was structured a numerical finite element model. This model was then solved and simulated using Hypermesh, Optistruct, and HyperView software to obtain numerical modal parameters. On the other, hand, the experimental modal parameters were obtained using a three‐dimensional scanning vibrometer on 60 samples. It is well noted that the implementation of engineering software commonly used at the industry would increase students' confidence. This allows students to perform real problem‐solving activities to develop outcomes as establish goals, plan task, meet deadlines. These activities are extremely important to the actual automotive industry. Therefore, this paper shows an engineering solution process to provide a learning alternative to teach the modal finite method solutions correlation with experimental solutions.