Learning Processes in Mechanics of Structures: Allying Analytical and Numerical Approaches

• Published in: Education sciences Vol. 10; no. 4; pp. 114 - 122
• Main Authors: Fernandes, Fábio A. O., Marques, Clauber, Castelan, Jovani, Fritzen, Daniel, Alves de Sousa, Ricardo J.
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.04.2020
• Subjects: analytical solutions; CAD; CAD/CAE; Computation; Computer aided design; Computer Assisted Design; Computer Simulation; Curriculum Development; education; Engineering Education; Foreign Countries; Instructional Effectiveness; learning; Learning Processes; Manufacturing; Mechanical engineering; Numerical analysis; numerical solutions; Pedagogy; Problem Solving; Product development; Software; Structural analysis (Engineering); Study and teaching; Teaching; Teaching Methods; Thinking Skills; Undergraduate Students; Undergraduate Study; United States; Brazil
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci10040114

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.