Teaching finite element modelling at the undergraduate level: a PBL approach

Zhuge, Yan and Mills, Julie E. (2009) Teaching finite element modelling at the undergraduate level: a PBL approach. In: 20th Annual Conference for the Australasian Association for Engineering Education (AaeE 2009): Engineering the Curriculum, 6-9 Dec 2009, Adelaide, Australia.

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Finite Element Modelling (FEM) was first introduced into the undergraduate civil engineering program at the University of South Australia ten years ago as part of a third year course, undertaken by all civil engineering students. In contrast to the traditional teaching method which focuses on FEM theory, a project-based learning (PBL) approach has been utilised, where the students are required to apply the knowledge of FEM to analyse and solve a structural problem using the commercial software package Strand 7. The teaching method is focussed on the development of a student's ability to select a suitable element for a given problem, and the ability to interpret and evaluate the accuracy of the results. The project is selected by the students (working in pairs) and approved by the lecturer to ensure the suitability of the project. This paper describes both the project design and learning outcomes of the students.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2009 Zhuge, Mills. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Engineering and Surveying - Department of Agricultural, Civil and Environmental Engineering
Date Deposited: 18 Mar 2010 00:09
Last Modified: 24 Nov 2014 03:39
Uncontrolled Keywords: project based learning; finite element
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
01 Mathematical Sciences > 0101 Pure Mathematics > 010102 Algebraic and Differential Geometry
01 Mathematical Sciences > 0102 Applied Mathematics > 010299 Applied Mathematics not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/6772

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