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A top down approach to teaching engineering mechanics
| Content Provider | Semantic Scholar |
|---|---|
| Author | Covill, Derek Katz, Tim Morris, Richard V. |
| Copyright Year | 2007 |
| Abstract | The teaching and learning of finite element analysis has to date been reserved for final year undergraduate or masters level engineering students. The assumption behind this is the considerable mathematical content associated with this method demands much prerequisite knowledge and conceptual understanding. The module which is the focus of this study challenges these beliefs by introducing finite element analysis to second year design technology students, who have minimal experience in mathematics and mechanics. The project based delivery of this module looks to primarily address the conceptual issues surrounding mechanics of solids and finite element analysis, and secondarily the theoretical and mathematical issues which underpin mechanics. This study discusses relevant literature on teaching methods for finite element analysis and mechanics of solids modules, and includes a reflection upon the first year of this module at the University of Brighton, with constructive feedback from students and staff. There were considerable overlaps between these perspectives, including the potentially key role of software in the learning process, the need for a hands-on problem solving approach, and the need for clearly defined course objectives, material and references. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://doras.dcu.ie/447/1/covill-Katz-Morris_ISEE07.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
