English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

Over the past several years, the commercial finite element analysis (FEA) software industry has seen significant growth in both capability and reach. As such, today’s undergraduate students have access to sophisticated, yet easy to use simulation tools. For better or worse, use of the tools themselves requires neither an understanding of foundational principles nor a working knowledge of the finite element method. One could make the case that this is part of the natural evolution of any new tool (as one no longer needs to be a mechanic to drive a car). On the other hand, users absolutely need to know enough to understand the consequences of their own modeling choices (e.g. how boundary conditions are applied, element selection, mesh size, etc.). Thus, the proliferation of FEA software in industry (1) necessitates treatment of these tools at the undergraduate level and (2) suggests a balance be struck between the software and theory in these courses. This paper details the authors’ experience with a first course in finite element analysis within an undergraduate only engineering curriculum. In particular, the struggle to find the best balance between FEA theory and practical use of software is discussed. Within the course, students complete a variety of assignments using a mixture of resources that include hand calculations, Matlab by Mathworks, and DassaultSystemes’ SolidWorks. The course culminates in a self–selected student project requiring they assess the impact of modeling choices on results of particular interest. One important finding is the limitations of some commercial packages in developing one dimensional models, an important stepping stone to understanding of FEA theory. In addition, the paper studies the impact of prior programming experience on a student’s ability to succeed in the course. Finally, the authors have experimented with a course textbook which emphasizes use of software and alternatively, a text with more comprehensive treatment of FEA fundamentals.

Connecting Theory and Software: Experience with an Undergraduate Finite Element Course