Incorporating Expectation Failures In An Undergraduate Finite Element Course

In teaching an introduction to the finite element method at the undergraduate level, a prudent mix of theory and applications is often sought. At the Milwaukee School of Engineering (MSOE), the four year course of study culminates in the seniors addressing most aspects of the design process in the context of a year long capstone design project. In many cases, students use finite element analysis to perform parameter studies on potential designs to size parts, and weed out less desirable design scenarios. In this paper, we discuss common pitfalls encountered by many finite element analysts, in particular students encountering the method for the first time. We present two very simple problems in beam bending that distinguish the students’ knowledge of theoretical mechanics, the numerical method and approximations particular to the finite element method itself. We also present efforts to incorporate experimental laboratories in which analyses are coupled with the experiments to address how students’ interpretations of numerical results can be led astray and what can be done to allay such tendencies. Challenges in presenting the necessary mix of theory and applications in the context of a 10 week course are discussed. We also discuss a proposal for a follow-on course addressing such advanced topics as three-dimensional applications, transient and nonlinear analyses, and thermal analysis.