Finite Element Analysis as an Iterative Design Tool for Students in an Introductory Biomechanics Course
Finite Element Analysis as an Iterative Design Tool for Students in an Introductory Biomechanics Course
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有限元分析作为生物力学入门课程学生的迭代设计工具
DOI：
10.1115/1.4051659
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Miller, Sharon
中科院分区：
文献类型：
--
作者：
Higbee, Steven;Miller, Sharon
工程分析不足是学生毕业设计项目的一个共同弱点。在课程早期引入分析技术的努力应该提高学生将这些重要技能应用于设计的信心。为了解决学生在设计上的不足，我们对生物医学工程本科二年级的学生实施了一项新的设计项目作业。该项目涉及骨折固定钢板的迭代设计，是我们课程中整合相关实践项目的更广泛努力的一部分。学生的任务是(1)使用计算机辅助设计（CAD）软件对固定板进行设计更改，(2)创建并执行有限元模型以评估每次更改后的性能，(3)通过三次设计更改进行迭代，以及(4)对最终设备进行机械测试以验证模型结果。采用定量和定性方法评估学生在设计方面的知识、信心和成就。学生展示了设计知识的收获和对先前课程知识整合到他们设计中的认知。此外，学生在接近设计，使用硬件和软件以及交流结果方面的自我报告信心增强。最后，学生的自我评估超过了教师对学生设计报告的评估，这表明学生在课程学习过程中有很大的成长空间。除了在设计知识、信心和成就方面的收获之外，这里描述的骨折固定项目还培养了学生在CAD、有限元分析、三维打印、机械测试和设计沟通方面的经验。这些技能有助于学生最终将其带入顶点设计的不断增长的工具箱。
Insufficient engineering analysis is a common weakness of student capstone design projects. Efforts made earlier in a curriculum to introduce analysis techniques should improve student confidence in applying these important skills toward design. To address student shortcomings in design, we implemented a new design project assignment for second-year undergraduate biomedical engineering students. The project involves the iterative design of a fracture fixation plate and is part of a broader effort to integrate relevant hands-on projects throughout our curriculum. Students are tasked with (1) using computer-aided design (CAD) software to make design changes to a fixation plate, (2) creating and executing finite element models to assess performance after each change, (3) iterating through three design changes, and (4) performing mechanical testing of the final device to verify model results. Quantitative and qualitative methods were used to assess student knowledge, confidence, and achievement in design. Students exhibited design knowledge gains and cognizance of prior coursework knowledge integration into their designs. Further, student's self-reported confidence gains in approaching design, working with hardware and software, and communicating results. Finally, student self-assessments exceeded instructor assessment of student design reports, indicating that students have significant room for growth as they progress through the curriculum. Beyond the gains observed in design knowledge, confidence, and achievement, the fracture fixation project described here builds student experience with CAD, finite element analysis, three-dimensional printing, mechanical testing, and design communication. These skills contribute to the growing toolbox that students ultimately bring to capstone design.