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Teaching the finite element method fundamentals to undergraduate students through truss builder and truss analyzer computational tools and student‐generated assignments mini‐projects
Author(s) -
Bishay Peter L.
Publication year - 2020
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22281
Subject(s) - truss , finite element method , computer science , mathematics education , code (set theory) , simple (philosophy) , structural engineering , engineering , set (abstract data type) , mathematics , programming language , philosophy , epistemology
Abstract The finite element method (FEM) is one of the most important numerical methods used to solve various engineering problems in many physics' domains. In this study, engineering students enrolled in “Computer‐Aided Analysis and Design” course were first introduced to FEM through a simple computer code for analyzing two‐dimensional (2D) and 3D trusses. Computational tools called “Truss Builder” and “Truss Analyzer” were provided to help modeling and analyzing large and complicated trusses. Students were then asked to generate assignments for their peers on analyzing 2D and 3D trusses that simulate real‐world structures or practical applications of their choice in two mini projects. In each mini project, each student selected a practical truss problem and, then, chose questions on this truss from a pool of questions designed to check the students' ability to navigate through the computer code, understand the results of the analysis, and investigate the effects of the various parameters on the results. Students exchanged their assignments with their peers, solved their peers' assignments, and then graded the solutions of their peers and discussed the mistakes. The proposed approach has been assessed through a comparison of exam scores with the scores of a previous cohort that was taught FEM traditionally and took the same exam. The assessment results showed that the improved performance of the students who were part of this intervention, compared to those who were not, is statistically significant. The anonymous students' written comments also supported the hypothesis that this new approach is more engaging to students compared to traditional approaches.