Paper Authors

Abstract

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu

Session #3448 Teaching Finite Element Analysis in an MET Program

Jack Zecher, P.E. Indiana University Purdue University Indianapolis

Abstract

During the past decade finite element analysis (FEA) has transitioned from a specialized tool to one that is often used on a daily basis during the design process in industry today. This is because FEA, running on desktop computers, can solve complex problems that are impossible to solve by hand. Due to this popularity of FEA, the MET program now requires that all students take a courses in finite element analysis during their junior year. This paper outlines the material covered during this course.

Finite element analysis has proven to be a very powerful software tool that provides users with a great deal of analytical clout. However, users of finite element analysis programs must have a solid understanding of its underlying principles in order to obtain accurate results. A primary objective of this course, therefore, is to prepare students to be responsible users of finite element analysis programs. The first several weeks of the course cover the background of FEA , including the basic stiffness matrix approach using one dimensional spring elements. Modeling techniques are then introduced, that deal with topics such as: mesh size, aspect ratio, poorly shaped elements, boundary conditions, and use of symmetry. The remainder of the course deals with the use of various element types and different solution types. The majority of the course covers FEA from a stress analysis point of view, thus, reinforcing concepts from previous courses in Statics, Strength of Materials, and Machine Elements.

Format of the course is 2 hours of lecture and 2 hours of lab per week. Ten written lab report projects are assigned during the semester. Most of these lab projects consist of preparing and analyzing finite element models of parts that have known theoretical solutions. This approach gives students “theoretical benchmarks” against which they can compare their FEA results, and observe how changes to their models (such as varying the mesh size) affect their results. This technique has proven to give students confidence in using FEA to produce corrent results, while also instilling a respect for how easy it is to obtain erroneous results.

Introduction

The increased computing power of personal computers has now made finite element analysis a widespread tool use through many different industries. It is now the predominant tool in stress analysis of mechanical components, as well as being used extensively for other types of analysis types; such as: heat transfer, fluid flow, and vibration analysis. While not all MET graduates will end up being FEA practitioners, they all should understand its capabilities and also its limitations.

The course discussed in this paper, is a junior level course that focuses primarily on using finite element analysis to solve linear stress analysis problems. Prerequisites to the course include: Statics, Strength of Materials, and Design of Machine Elements. Unlike some MET programs that have chosen to introduce FEA in their Statics [1] or Strength of Materials courses [2], the course described in this paper centers on FEA as the main focus of the course. This approach allows concepts and equations developed during these earlier courses to be reviewed and reinforced by comparing their manual calculations with the results produced from the finite element model.

Ten written lab report projects are assigned during the semester. Most of these consist of preparing and analyzing finite element models of parts that have known theoretical solutions. This approach gives students “theoretical benchmarks” against which they can compare their FEA results, and observe how changes to their models (such as varying the mesh size) affect their results. This technique has proven to give students confidence in using FEA to produce corrent results, while also instilling a respect for how easy it is to obtain erroneous results.

Main Menu

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Zecher, J. (2002, June), Teaching Finite Element Analysis In An Met Program Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10683