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1
STRUCTURAL DESIGN LEARNING BY BUILDING REDUCED MODELS
A. MOHAMED, M. DREAN, J. COUDEN and J.C. FAUROUX
French Institute for French Institute for Advanced MechanicsAdvanced Mechanics
FRANCEFRANCE
2
• Introduction
• Design process
• Active design learning
• Learning by doing
• Design solutions
• Analysis of results
• Conclusion
Presentation Outline
3
Structural design process
Loadings
Time effectsEnvironment
c
fC
Materials
TopologyGeometry
r
fR
Design Models
AnalysisModels
DeformationsActions
s
fS
PerformanceCriteria
FabricationMethods
Economical Factors
Human Errors
Political Factors
4
Learning process
• Reception step
• External information (observations)
• Internal information (introspective)
• Processing step
• Memorization
• Reasoning: inductive / deductive
• Reflection / action
• Introspection / Interaction with others
5
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
participation
6
Cooperative Learning
• suitable for subjectbased learning
• organized through small groups that develop interdependent and selfdirected works
In opposition to competing learning, the cooperative learning aims to make Students work together to: learn, solve problems, discuss and compare ideas, …
.
Academically weak students get the benefit of beingtutored by stronger classmates,
and stronger students get the deep understanding that comes from teaching
7
Problemoriented learning
• Need for learning before solving the problem• Learning environment: active, cooperative, selfassessed
motivated and highly effective
Before students learn some knowledge they are given a problem
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
8
Learning by doing
• More productive work to do with allocated time• Efficient way of active learning
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.
9
How to develop theEngineering Sense ?
• Solid scientific background
• Design principles
• Experience development
• Problemoriented thinking
• Analogybased understanding
• Interdisciplinary view and links
10
Structural design process
Analysisof problemN
eeds
Embodimentof schemes
Conceptualdesign Detailing
Stat
emen
t of p
robl
em
Sele
cted
sch
emes
Fina
l pr
ojec
t
• Needs• Analysis of the problem• Conceptual design• Embodiment of schemes• Detailing• Final project
11
Transverse active learningMultidisciplinarity
Design
of P
oducts
and S
tructu
res
Mod
eling
and C
hoice o
f Mate
rials
Geometr
ical M
odeli
ng CAD
Forming
and A
ssembly
Fabric
ation
Meth
odolo
gy
Structu
ral O
ptimiza
tion
Specification
of needs
Structural
Prototype
12
Example 2: Bridge structureNeeds
800 mm
700 mm
100 mm 100 mm100 mm 100 mm100 mm 100 mm100 mm 100 mm
LoadingPoint
SupportSurface
(foundation)
120
mm
70N/m
15N(150, 400, 200)
x y
z
160 mm
80m
m
40m
m
100 mm
250 mmNavigation zone
300 mm250 mm
• Geometry and clearance
• Materials
• Vertical load
• Horizontal load
• Support points
16
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
20
Faced Difficulties
• Organization difficulties
• Multidisciplinary way of thinking
• Implication of many courses
• useful application of knowledge