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Engineering educators generally agree that students should learn modern computational tools related to their engineering discipline. The recent trend has been to integrate the use of finite element analysis tools throughout the curriculum, instead of delaying their introduction to the senior year for use in senior design or elective courses. However, time constraints dictate that computational analysis tools must be used efficiently in engineering core courses so that teaching of fundamentals is not compromised. This paper describes a shaft design project assigned in a junior level machine design course, and compares the teaching effectiveness of a traditional analysis by “hand” versus a computational approach using COSMOS/Works. Both approaches are found to be beneficial for student learning, and the experience suggests that a finite element analysis tool complements, but does not replace, traditional analysis techniques in the classroom.

Use Of A Finite Element Stress Analysis Program To Enhance Learning In A Machine Design Course