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Electrical-structural engineering finite element modelling education
TECHNICAL NOTE ELECTRICAL-STRUCTURAL ENGINEERING FINITE ELEMENT MODELLING EDUCATION School of En~n~~ng,
Monash University College Cippsland, S~tch~k Victoria 3842, Australia
Road, Dunhill,
(Received 25 November 199 1)
Abstract-The present paper is meant to focus the attention on a new avenue in finite element engineering education. ~though there are now many research papers in the literature that describe the lotions process of finite element modeiling for a specific engineering discipline, mainly structural engineering, no multi-disciplinary finite element modelling education paper has appeared to date. In fact, the educational process by which engineers are trained has not adjusted to the changes in engineering practice that have occurred as a result of the increased use of multi-disciplinary finite element engineering analysis. This summarizes the need for the present paper. In order to introduce the basic concepts of the electricalstructural finite element modelling education, this paper concentrates on the equivalent relationships between basic structural and electrical engineering education utilizing finite element analysis. Consequently, basic electrical and structural engineering principles and finite element analysis are integrated in one educational procedure. The present paper suggests the inclusion of the proposed educational procedure into the modelling component of engineering education.
INTRODUCITON
BAR-WIRE FINITE ELEMENT
The educational process by which engineers are trained has not adjusted to the changes in engineering practice that have occurred as a result of the increased use of multi~scip~nary finite element enghxering analysis. Whilst it is true that finite element analysis was first introduced, developed and used in structural engineering, the methodology is applicable to electrical engineering. However, according to Silvester and Ferrari, page 48 of 111,‘There are many monographs and textbooks on llnite element theory, as applied to structural engineering. Unfortunately, these are rarely easy for electrical engineers to read’. Consequently, the purpose of the present paper is to bridge the captions gap, pointed out in [ 11, between the electrical and structural engineering disciplines. This is done by integrating basic electrical and structural engineering principles and finite element analysis in one educational procedure. Furthermore, the present educational technology paper is a natural extension of isreb’s work (21, which integrates the software design process of linite element analysis for eIectrica1 and structural engineering.
Bar-wire finite element components shown in Fig. 2 represent the first phase in implementing the proposed educational procedure of Fig. 1. The bar-wire element of Fig. 2 shows the equivalent components of structural bar finite element and its corresponding electrical wire finite element.
JZLECTRiCAI&TRU~URAL RASK LAWS During the second phase of the proposed educationai procedure of Fig. I, basic equivalent electricai-structnral principles, including stiffness and conductance matrices, are introduced for the bar-circuit finite element as shown in Figs 3 and 4. Figure 3 deals with the case in which the finite element lies in the X-axis while Figure 4 deals with the case in which the finite element has an angle /I with the X-axis.
DESIGN OF THE PROPOSED EDUCATIONAL. PROCEDURE
The present paper is meant to focus the attention on a new avenue in finite element engineering education. Furthermore, basic electrical and structural engineering education and finite element analysis education are integrated in one educational procedure. The design of the proposed edueational approach is shown in the macro-chart layout of Fig. 1. Each significant block is labelled. Its function and relation to other blocks in the layout are described in the following sections. CAS dbl3-L
ELECTRICALSTRU~URAL HlW’E ELEMENT EQUATIONS
During the third phase of the proposed educational procedure of Fig. 1, the el~~~~t~~u~ &rite element equations can best be represented by the electricalstructural spring model shown in Fig. 5. Figure 6 shows the basic equivalent components of the model. Furthermore, Fig. 7 shows the structural displacement vector-force vector ({A}<‘P}) and the electrical voltage vector-current vector { V)-jZ) equivalent relations.
573
574
Technical Note
m
1,L :
I
*: : : : :
--- ----_ : : : :
: : : : : :
: : : : : :
I
2PI
--_----
FINITE
-
-
-
-
-
ELEHENI
BASIC
CONCEPTSI
Fig. 3. Bar-circuit finite element ekctricabtructural basic concepts for the case in which the element lies in the X-axis.
1 BRR-CIRCUIT
FINITE
-
-
-
-
-
ELEHENT
BclSIC
CONCEPTS
Fig. 4. Bar-circuit finite element electricastructural basic concepts for the case in which the element has an angle /? with the X-axis.
BRR-CIRCUIT
Y ul
Q
Z
E
2
Technical Note
Technical Note FINAL
REMARKS
Galbraith [3] and the AECTs Committee on Definitions and Terminology [4] define the educational technology as the systematic appliiation of organized knowledge to practical tasks. The practical task of the present paper is the formulation of the basic concepts of electricalstructural engineering finite element modeiting education. The present paper attempts to anticipate what new development in instructional materials and technology are likely to occur in the finite element part of engineering education. In the present paper, this is simply achieved by introducing the basic concepts of electrical engineer@ and structural engineering through finite element analysis, The proposed educational procedure is ideally suited for
577
inclusion into the modelling component education.
of engineering
REFERFacm
P. P. Slvester and R. L. Ferrari, Finite Zfkments for ~ie~tri~ Engimeers, 2nd Edn. Cambridge University Press, Cambridge (1990). M. Isreb, Electrical-&uctural finite element analysis software design. Comput. Struct. 22, 759-762 (1986). J. K. Galbraith, The New Industriul State. American Library, New York (1971). Committee on Definition and Terminology (AECT). The geld of educational teohnology: A seat of definition. Audiovisual Znst~ction 17, 36-43 (1972).
Monash University College Cippsland, S~tch~k Victoria 3842, Australia
Road, Dunhill,
(Received 25 November 199 1)
Abstract-The present paper is meant to focus the attention on a new avenue in finite element engineering education. ~though there are now many research papers in the literature that describe the lotions process of finite element modeiling for a specific engineering discipline, mainly structural engineering, no multi-disciplinary finite element modelling education paper has appeared to date. In fact, the educational process by which engineers are trained has not adjusted to the changes in engineering practice that have occurred as a result of the increased use of multi-disciplinary finite element engineering analysis. This summarizes the need for the present paper. In order to introduce the basic concepts of the electricalstructural finite element modelling education, this paper concentrates on the equivalent relationships between basic structural and electrical engineering education utilizing finite element analysis. Consequently, basic electrical and structural engineering principles and finite element analysis are integrated in one educational procedure. The present paper suggests the inclusion of the proposed educational procedure into the modelling component of engineering education.
INTRODUCITON
BAR-WIRE FINITE ELEMENT
The educational process by which engineers are trained has not adjusted to the changes in engineering practice that have occurred as a result of the increased use of multi~scip~nary finite element enghxering analysis. Whilst it is true that finite element analysis was first introduced, developed and used in structural engineering, the methodology is applicable to electrical engineering. However, according to Silvester and Ferrari, page 48 of 111,‘There are many monographs and textbooks on llnite element theory, as applied to structural engineering. Unfortunately, these are rarely easy for electrical engineers to read’. Consequently, the purpose of the present paper is to bridge the captions gap, pointed out in [ 11, between the electrical and structural engineering disciplines. This is done by integrating basic electrical and structural engineering principles and finite element analysis in one educational procedure. Furthermore, the present educational technology paper is a natural extension of isreb’s work (21, which integrates the software design process of linite element analysis for eIectrica1 and structural engineering.
Bar-wire finite element components shown in Fig. 2 represent the first phase in implementing the proposed educational procedure of Fig. 1. The bar-wire element of Fig. 2 shows the equivalent components of structural bar finite element and its corresponding electrical wire finite element.
JZLECTRiCAI&TRU~URAL RASK LAWS During the second phase of the proposed educationai procedure of Fig. I, basic equivalent electricai-structnral principles, including stiffness and conductance matrices, are introduced for the bar-circuit finite element as shown in Figs 3 and 4. Figure 3 deals with the case in which the finite element lies in the X-axis while Figure 4 deals with the case in which the finite element has an angle /I with the X-axis.
DESIGN OF THE PROPOSED EDUCATIONAL. PROCEDURE
The present paper is meant to focus the attention on a new avenue in finite element engineering education. Furthermore, basic electrical and structural engineering education and finite element analysis education are integrated in one educational procedure. The design of the proposed edueational approach is shown in the macro-chart layout of Fig. 1. Each significant block is labelled. Its function and relation to other blocks in the layout are described in the following sections. CAS dbl3-L
ELECTRICALSTRU~URAL HlW’E ELEMENT EQUATIONS
During the third phase of the proposed educational procedure of Fig. 1, the el~~~~t~~u~ &rite element equations can best be represented by the electricalstructural spring model shown in Fig. 5. Figure 6 shows the basic equivalent components of the model. Furthermore, Fig. 7 shows the structural displacement vector-force vector ({A}<‘P}) and the electrical voltage vector-current vector { V)-jZ) equivalent relations.
573
574
Technical Note
m
1,L :
I
*: : : : :
--- ----_ : : : :
: : : : : :
: : : : : :
I
2PI
--_----
FINITE
-
-
-
-
-
ELEHENI
BASIC
CONCEPTSI
Fig. 3. Bar-circuit finite element ekctricabtructural basic concepts for the case in which the element lies in the X-axis.
1 BRR-CIRCUIT
FINITE
-
-
-
-
-
ELEHENT
BclSIC
CONCEPTS
Fig. 4. Bar-circuit finite element electricastructural basic concepts for the case in which the element has an angle /? with the X-axis.
BRR-CIRCUIT
Y ul
Q
Z
E
2
Technical Note
Technical Note FINAL
REMARKS
Galbraith [3] and the AECTs Committee on Definitions and Terminology [4] define the educational technology as the systematic appliiation of organized knowledge to practical tasks. The practical task of the present paper is the formulation of the basic concepts of electricalstructural engineering finite element modeiting education. The present paper attempts to anticipate what new development in instructional materials and technology are likely to occur in the finite element part of engineering education. In the present paper, this is simply achieved by introducing the basic concepts of electrical engineer@ and structural engineering through finite element analysis, The proposed educational procedure is ideally suited for
577
inclusion into the modelling component education.
of engineering
REFERFacm
P. P. Slvester and R. L. Ferrari, Finite Zfkments for ~ie~tri~ Engimeers, 2nd Edn. Cambridge University Press, Cambridge (1990). M. Isreb, Electrical-&uctural finite element analysis software design. Comput. Struct. 22, 759-762 (1986). J. K. Galbraith, The New Industriul State. American Library, New York (1971). Committee on Definition and Terminology (AECT). The geld of educational teohnology: A seat of definition. Audiovisual Znst~ction 17, 36-43 (1972).