Finite element implementation for computer‐aided education of structural mechanics: Frame analysis
Finite element implementation for computer‐aided education of structural mechanics: Frame analysis
复制标题
结构力学计算机辅助教育的有限实现要素：框架分析
DOI：
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发表时间：
2014
影响因子：
2.9
通讯作者：
Sungjun Ahn
中科院分区：
文献类型：
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作者：
Jae Young Lee;Sungjun Ahn
结构分析的计算机辅助教学工具已作为有限元分析程序VisualFEA的扩展而实施。它们的设计是为了促进对结构分析的理解，并通过证实概念原理和在交互式计算机图形的帮助下直观地展示复杂的计算过程来激发对这一主题的兴趣。代替使用预先提供的条件或假设数据输入的操作，教学工具通过一个真实和实用的结构分析过程来操作，从建模数据的创建到解决方案结果的呈现。在有限元技术的基础上，模拟了结构力学的基本原理、计算公式和分析方法。VisualFEA具有许多用于教学和学习结构分析的教育功能。其中，本文仅介绍与框架分析相关的内容。有许多用于框架分析的程序。然而，本文中描述的教育特性在用于类似目的的任何其他程序中都不常见。©2011 Wiley期刊公司计算机工程学报（自然科学版），2014；在线阅读本文：wileyonlinelibrary.com/journal/cae；DOI 10.1002 / cae.10.1002 / cae.20563
Instructional tools for the computer‐aided education of structural analysis have been implemented as an extension of a finite element analysis program, VisualFEA. They are devised to promote understanding in structural analysis, and stimulate interest in the subject by substantiating the conceptual principles and visually exhibiting the complex computational processes with the aid of interactive computer graphics. In lieu of manipulation with pre‐supplied conditions or the input of assumed data, the instructional tools are operated through a real and practical process of structural analysis from the creation of modeling data to the presentation of solution results. The basic principles, computing formulae, and methods of analysis in structural mechanics are simulated for instructional purposes on the basis of finite element technology. VisualFEA has a number of educational functions for use in teaching and learning structural analysis. Among them, only those related to frame analysis are introduced in this article. There are numerous programs for frame analysis. However, the educational features described in this article are not common in any other programs for similar purposes. © 2011 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:387–409, 2014; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.10.1002/cae.20563