Theory and Commercial Software - Finding the Balance in a Finite Elements Course

Abstract

The mechanical engineering curriculum at California State University Chico includes a required course in Finite Element Analysis (FEA). The course has traditionally concentrated on the theory of the method and its formulation from fundamental governing equations. Assignment problems have included rigorous hand-work such as assembling stiffness matrices, as well as computer based solutions through non-specific computational software such as Excel or MATLAB®. The course traditionally has not included any exposure to, or instruction in, the use of commercial FEA software. Past feedback from advisory committees, capstone sponsors, senior exit surveys, and other anecdotal evidence clearly indicated a problem with the curriculum’s approach to finite elements. While program graduates may be well versed in the theory, there is strong evidence that they are not skilled in its proper application through the use of commercial FEA software. Common observations included poorly posed problems, unnecessary computational rigor, meaningless results, or, indeed, the inability to obtain a solution at all. In response, the FEA course has been modified to include some basic instruction in the proper use of commercial FEA software. Each segment of theory-based discussion and traditional homework assignments is followed by exploring the same concepts within the context of commercial software. Emphasis is placed on its proper use, underlying assumptions, limitations, and validity of results.