Administracja Centralna Uczelni - Wymiana międzynarodowa (S1)
Sylabus przedmiotu Finite element modeling:
Informacje podstawowe
Kierunek studiów | Wymiana międzynarodowa | ||
---|---|---|---|
Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
Tytuł zawodowy absolwenta | |||
Obszary studiów | — | ||
Profil | |||
Moduł | — | ||
Przedmiot | Finite element modeling | ||
Specjalność | przedmiot wspólny | ||
Jednostka prowadząca | Środowiskowe Laboratorium Miernictwa | ||
Nauczyciel odpowiedzialny | Paweł Dunaj <Pawel-Dunaj@zut.edu.pl> | ||
Inni nauczyciele | |||
ECTS (planowane) | 4,0 | ECTS (formy) | 4,0 |
Forma zaliczenia | zaliczenie | Język | angielski |
Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
KOD | Wymaganie wstępne |
---|---|
W-1 | The student is required to have solid knowledge in the following areas: linear algebra, solid mechanics, strength of materials. |
Cele przedmiotu
KOD | Cel modułu/przedmiotu |
---|---|
C-1 | The aim of the course is to familiarize students with the basics of the finite element method and to develop skills in developing computational models and conducting calculations of machine elements in terms of static and dynamic properties. |
Treści programowe z podziałem na formy zajęć
KOD | Treść programowa | Godziny |
---|---|---|
laboratoria | ||
T-L-1 | Introduction to the Midas NFX interface. | 2 |
T-L-2 | General procedure of building finite element models in FEM software. | 2 |
T-L-3 | Disrcetization. Introducing 1D, 2D and 3D finite elements. | 6 |
T-L-4 | Defining boundary conditions. | 4 |
T-L-5 | Defining contacts. | 2 |
T-L-6 | Solving problems of linear statics. | 6 |
T-L-7 | Solving problems of modal analysis. | 4 |
T-L-8 | Modification of the structure based on the finite element model analysis. | 4 |
30 | ||
wykłady | ||
T-W-1 | Introduction to FEA – general terminology, concepts of discretization, boundary conditions, general principles of building finite element models, degrees of freedom. | 5 |
T-W-2 | Introducing 1D,2D and 3D finite elements. Applying loads and boundary conditions, introducing contacts. | 5 |
T-W-3 | A general FE problem solving approach, modelling assumptions, meshing strategy, convergence. Solving problems of linear static and linear dynamics (modal and frequency response functions). | 5 |
15 |
Obciążenie pracą studenta - formy aktywności
KOD | Forma aktywności | Godziny |
---|---|---|
laboratoria | ||
A-L-1 | Participation in classes. | 30 |
A-L-2 | Students' own work | 20 |
50 | ||
wykłady | ||
A-W-1 | Participation in classes. | 15 |
A-W-2 | Students' own work. | 35 |
50 |
Metody nauczania / narzędzia dydaktyczne
KOD | Metoda nauczania / narzędzie dydaktyczne |
---|---|
M-1 | Informative lecture. |
M-2 | Laboratory exercises. |
Sposoby oceny
KOD | Sposób oceny |
---|---|
S-1 | Ocena podsumowująca: A written exam proving the acquisition of theoretical and practical knowledge in the field of finite element modeling. |
S-2 | Ocena formująca: Continous evaluation of class work. |
Zamierzone efekty uczenia się - wiedza
Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
---|---|---|---|---|---|---|
WM-WIMiM_1-_??_W01 The student should become familiar with the theoretical foundations of finite element modeling the static and dynamic properties of machines and their components. | — | — | C-1 | T-L-3, T-W-3, T-W-2, T-L-1, T-L-8, T-L-2, T-L-7, T-L-5, T-L-6, T-W-1, T-L-4 | M-2, M-1 | S-2, S-1 |
Zamierzone efekty uczenia się - umiejętności
Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
---|---|---|---|---|---|---|
WM-WIMiM_1-_??_U01 As a result of participating in the classes, the student should acquire skills in formulating and solving problems (using finite element method) in the field of statics and dynamics of mechanical systems. They should also be able to use concepts from this field. | — | — | C-1 | T-L-1, T-L-4, T-L-6, T-W-2, T-L-2, T-L-7, T-L-8, T-L-5, T-W-1, T-L-3, T-W-3 | M-1, M-2 | S-1, S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
---|---|---|---|---|---|---|
WM-WIMiM_1-_??_K01 The intended effect is to motivate the student to work independently and use the acquired knowledge to formulate and solve engineering problems. | — | — | C-1 | T-L-4, T-L-8, T-W-1, T-L-1, T-L-6, T-W-2, T-L-2, T-L-5, T-L-7, T-W-3, T-L-3 | M-1, M-2 | S-1, S-2 |
Kryterium oceny - wiedza
Efekt uczenia się | Ocena | Kryterium oceny |
---|---|---|
WM-WIMiM_1-_??_W01 The student should become familiar with the theoretical foundations of finite element modeling the static and dynamic properties of machines and their components. | 2,0 | The student has not acquired basic knowledge of the subject. |
3,0 | The student has acquired basic knowledge of the subject. Has difficulty associating elements of acquired knowledge. Sometimes student doesn't know how to use their knowledge. | |
3,5 | The student's knowledge was intermediate between a grade of 3.0 and 4.0. | |
4,0 | The student has acquired basic knowledge of the subject. Student knows limitations and areas and its application. | |
4,5 | The student's knowledge was intermediate between a grade of 4.0 and 5.0. | |
5,0 | The student has mastered basic knowledge of the subject. Student understands the limitations and knows the areas and its applications. |
Kryterium oceny - umiejętności
Efekt uczenia się | Ocena | Kryterium oceny |
---|---|---|
WM-WIMiM_1-_??_U01 As a result of participating in the classes, the student should acquire skills in formulating and solving problems (using finite element method) in the field of statics and dynamics of mechanical systems. They should also be able to use concepts from this field. | 2,0 | The student has not acquired basic knowledge of the subject. |
3,0 | The student has acquired basic knowledge of the subject. Has difficulty associating elements of acquired knowledge. Sometimes student doesn't know how to use their knowledge. | |
3,5 | The student's knowledge was intermediate between a grade of 3.0 and 4.0. | |
4,0 | The student has acquired basic knowledge of the subject. Student knows limitations and areas and its application. | |
4,5 | The student's knowledge was intermediate between a grade of 4.0 and 5.0. | |
5,0 | The student has mastered basic knowledge of the subject. Student understands the limitations and knows the areas and its applications. |
Kryterium oceny - inne kompetencje społeczne i personalne
Efekt uczenia się | Ocena | Kryterium oceny |
---|---|---|
WM-WIMiM_1-_??_K01 The intended effect is to motivate the student to work independently and use the acquired knowledge to formulate and solve engineering problems. | 2,0 | The student has not acquired basic knowledge of the subject. |
3,0 | The student has acquired basic knowledge of the subject. Has difficulty associating elements of acquired knowledge. Sometimes student doesn't know how to use their knowledge. | |
3,5 | The student's knowledge was intermediate between a grade of 3.0 and 4.0. | |
4,0 | The student has acquired basic knowledge of the subject. Student knows limitations and areas and its application. | |
4,5 | The student's knowledge was intermediate between a grade of 4.0 and 5.0. | |
5,0 | The student has mastered basic knowledge of the subject. Student understands the limitations and knows the areas and its applications. |
Literatura podstawowa
- Bathe, Klaus-Jürgen, Finite element procedures, 2006
- Rao, Singiresu S., The finite element method in engineering, Butterworth-heinemann, 2017
- Zienkiewicz, Olek C., and Robert L. Taylor, The finite element method for solid and structural mechanics, Elsevier, 2005