Abstract:

Numerical simulations of mechanical and physical phenomena in solids usually exploit a method for solving partial differential equations which is called Finite Element Method (FEM). However, the widespread use of commercial software based on this type of solvers has facilitated user-friendly environments where mathematical formulation is hidden and the problem analysis, i.e. the Finite Element Analysis (FEA), can be performed without a solid FEM background. Educational perspectives on FEA and FEM in different universities have been here revisited, finding that undergraduate courses are usually focused on FEM formulation whereas postgraduate training and project-based courses rely on a user-centred approach. The benefits and disadvantages of each strategy are discussed; a mathematical comprehension of FEM facilitates the resolution of numerical issues such as convergence or error accumulation, and promotes a better choice of mesh, element type and analysis features. However, the lack of mathematical background might cause that theoretical discussions are overwhelming for some students, especially in applied fields and technical degrees. Additionally, the limited extension of courses syllabus must be taken into account and a focus on formulation will surely limit the development of the student’s skills as a FEA software user. The following question guides the discussion: is it possible to design an intermediate course program where both numerical knowledge and software skills are enhanced? Despite the complex balance between both approaches, some teaching resources are here proposed for a combined learning. The use of graphical resources, plots and flowchart schemes is highlighted as a useful tool for the synergistic understanding of FEM numerical particularities within a FEA user-friendly environment.

Keywords:

Finite Element Method, Numerical simulation, User-oriented learning, Mathematical learning, Higher Education.