Advanced Mechanics. FRANCE ... Design solutions. ⢠Analysis of results ... Materials. Topology. Geometry r f. R. Design Models. Analysis. Models. Deformations.
STRUCTURAL DESIGN LEARNING BY BUILDING REDUCED MODELS A. MOHAMED, M. DREAN, J. COUDEN and J.C. FAUROUX
French Institute for Advanced Mechanics FRANCE 1
Presentation Outline • Introduction • Design process • Active design learning • Learning by doing • Design solutions • Analysis of results 2
• Conclusion
Structural design process Time effects
Fabrication Methods
Environment
Loadings
Topology Geometry Materials fR
fC
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Design Models Analysis Models
Performance Criteria Human Errors
Deformations
Political Factors
Actions
Economical Factors
fS
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Learning process • Reception step • External information (observations) • Internal information (introspective) • Processing step • Memorization • Reasoning: inductive / deductive • Reflection / action • Introspection / Interaction with others 4
Increase learning efficiency • present phenomena related to theory • balance conceptual information (intuitive) and concrete information (sensing) • use extensively sketches, plots, schematics, and physical demonstrations • demonstrate by physical analogies • introduce general principles by experimental observations • provid free time for students to think about the material being presented and for active student 5
participation
Cooperative Learning In opposition to competing learning, the cooperative learning aims to make Students work together to: learn, solve problems, discuss and compare ideas, … • suitable for subjectbased learning • organized through small groups that develop interdependent and selfdirected works Academically weak students get the benefit of being tutored by stronger classmates,
. and stronger students get the deep understanding that comes from teaching 6
Problemoriented learning Before students learn some knowledge they are given a problem
• Need for learning before solving the problem • Learning environment: active, cooperative, selfassessed motivated and highly effective
Posing the problem before learning tends to motivate students Students know why they are learning the new knowledge Facilitate store of knowledge in memory for later recall 7
Learning by doing Introduce the theory by productive works of the students
The only way a skill can be developed is practice: • trying something, • seeing how well or poorly it works, • reflecting on how to do it differently, • then trying it again and seeing if it works better.
• More productive work to do with allocated time • Efficient way of active learning 8
How to develop the Engineering Sense ? • Solid scientific background • Design principles • Experience development • Problemoriented thinking • Analogybased understanding • Interdisciplinary view and links 9
Embodiment of schemes
• Needs • Analysis of the problem • Conceptual design • Embodiment of schemes • Detailing 10
• Final project
Detailing
Final project
Conceptual design
Selected schemes
Analysis of problem
Statement of problem
Needs
Structural design process
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Transverse active learning Multidisciplinarity
Specification Structural
of needs Prototype
Example 2: Bridge structure Needs Loading Point
• Geometry and clearance
15N
• Materials • Vertical load • Horizontal load
(150, 400, 200) Support Surface (foundation)
z
• Support points
70N/m
y
x
100 mm
100 mm 700 mm 800 mm 80mm 40mm
120 mm
100 mm
160 mm
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250 mm
300 mm Navigation zone
250 mm
Solutions of type: Suspension
Rigid supported bridge
Suspended cable bridge 13
Solution of type: Arch
Composite compression arch
Suspended arch 14
Solution of type: Frame/truss
Rigid frame Rigid 3D truss 15
Evaluation criteria • Conceptual design of the structure • Structural performance: cost against rigidity • Creativity and originality of the work • Use of materials and fabrication facilities • Esthetic et care given to construction
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Evaluation 1 Mechanical performance
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Evaluation 2 Innovation and esthetic
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Comparison Mechanical/originality
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Faced Difficulties
• Organization difficulties • Multidisciplinary way of thinking • Implication of many courses • useful application of knowledge
20
Conclusion • Learningbydoing process • Large Motivation • Solid understanding of design basis • Appreciation of practical difficulties • Experimentalnumerical links • Howtoimprove development 21
Source : Research International and the Henley Centre for Forecasting. Successful. Ambitious. Aggressive. Clever. Hardworking. Modern. Arrogant. Boring.
Qualité : Norme ISO 9001: 2000. HACCP en place. Produit non soumis à l'étiquetage OGM, conformément à la réglementation en vigueur. Produit non ionisé.
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