Finite element analysis learning modules for an undergraduate heat transfer course: Implementation and assessment

Abstract

Commercial finite element packages are widely used in industry thereby making exposure to this analysis and optimization tool an important component of undergraduate engineering education. Finite element theory and application has often been the focus of a graduate-level course in engineering programs, however industry demands are requiring B.S. engineering graduates to have skill in applying this essential analysis and design technique. To meet this need, finite element analysis (FEA) learning modules have been developed for implementation into various undergraduate engineering courses, including mechanics of materials, vibrations, heat transfer, fluid mechanics, and machine design and analysis; these learning modules have been designed to serve as an effective teaching and learning resource that reinforces fundamental concepts and applications of each course without requiring a knowledge of the rigorous mathematical theory underlying the finite element method nor the removal of course content in order to make room for this new material. This paper discusses the implementation, results, impact, and assessment of incorporating these learning modules into an undergraduate heat transfer course using SolidWorks Simulation commercial software. The primary objectives of the learning modules are to provide the students with (a) an alternate insight into heat transfer concepts that are covered in a traditional undergraduate course, including steady-state heat conduction, transient heat conduction, and heat conduction through a semi-infinite medium, (b) a basic knowledge of finite element theory, and (c) the ability to apply commercial finite element software to engineering problems involving thermal systems. From an instructor's point-of-view, the implementation of the learning modules should result in minimal impact on the course content and schedule by not requiring the elimination of other content in order to make room for the learning modules. Assessment has been done through the use of pre- and post-learning module quizzes and student opinion surveys and the results indicate that there is an increase in student performance and student satisfaction after having completed the learning modules. © 2012 American Society for Engineering Education.