Computer calculations in the educational process. AU2014. Report, Part 1

[#1]

Note: This article is written and published in Ukrainian and is a translated version of the original published here. 

The report was made at Autodesk University 2014. 

If there are questions on the topic, additional publications are possible. 

  

As a graduate of the specialty "Dynamics and Strength" and as a calculation by profession, it is very painful for me to see that computer calculations are practically not used in technical education. Therefore, despite all my subjectivism, I will try to be as objective as possible, but use my subjective view of things to interest you in the wider use of computer calculations. 

  

Below is the structure of the report: 

• Statement of the question 

• Disciplines related to calculations 

• Comparison of approaches to calculations 

• Examples of the use of CAE 

• Autodesk Simulation Line 

• Conclusion 

  

Content

• Statement of the question 

• Disciplines related to calculations 

• Comparison of approaches to calculations 

• Examples of the use of CAE 

• Autodesk Simulation Line 

• Conclusion 

 
Now let's get started. 

The main plot of this report is two seemingly completely contradictory theses: 

  

Computer analysis (CAE) tools, such as those in the Autodesk Simulation line, are required by almost all engineering, design and technical specialties in universities 

In the conditions of real design and production of CAE, these tools are practically not used in most industries 
 

  

Plot 

• Computer-aided analysis (CAE) tools, such as those in the Autodesk Simulation line, are required for almost all engineering, design, and technical majors in universities. 

• In the conditions of real design and production of CAE, methods are practically not used by most industries  

On the one hand, vendors and dealers, as well as industry leading companies, convince us that it is currently impossible to prepare high-quality products without computer calculations, respectively, if so, then it is necessary to start implementing CAE in the educational process in almost all technical specialties. 

On the other hand, if you look around carefully, it turns out that almost no one uses these computer calculations. 

  

If you look at the conditional graph of the success of companies in terms of the technologies they use, then, in principle, it is clear that many are working, but not as successfully as we would like. According to some statistical surveys, up to 80% of the design process still uses pure 2D, without even using 3D. And even if 3D is not used, then it simply does not make sense to talk about any computer calculations. 

However, those who do use calculations are often the leaders. Those who are convinced that a number of problems cannot be solved without calculations no longer need to be convinced about the benefits of computer calculations. 

  

About 15 years ago, three-dimensional modeling was in the same state. Then there were disputes: "Do you need 3D if 2D is enough?". Now we have enough 3D, and there are questions: "Do we need computer calculations?". Accordingly, it will take another 10-15 years (maybe less) until the use of computer calculations becomes generally accepted and does not raise questions. 

  

SAE in the design process

  

According to statistics collected by the American magazine Industry Week (unfortunately, it is paid, so we are content with what was published in the public domain), in 2006 96% of companies included in the "TOP", according to their survey, use engineering calculations. 

And this is a simple example of the consistency of theses from the plot. 

  

  

SAE in the design process 

  

• 96% of the manufacturers included in the list of winners and finalists of "Industry Week BEST Plants" in 2006 used SAE technologies 
• 95% of finalists have used them for at least 3 years  

And here the question may arise: "Well, okay, computer calculations are useful, but what do they have to do with the educational process? After all, in fact, we don't have a place where you can use them!" 

Here are examples of those technical fundamental disciplines that are taught at universities: 

  

• Material resistance 

• Theoretical mechanics 

• Machine Parts 

• Theory of machines and mechanisms 

• Construction Mechanics 

• Technical/Applied Mechanics 

• Thermal processes and apparatus 

• Theory of plates and shells 

• Basics of hydraulics/pneumatics 

• Basics of GGD 

• Design (% object %) 

  

These are "sopromat", "theormeh", "DM", "TMM". Sometimes they are present in the educational process not in their pure form, but in the form of some combinations, which are called according to the principle of "technical mechanics", "construction mechanics", in which they (sopromat, dm, tmm) are combined to solve technical issues in a particular specialty. 

  

In addition, each specialty has a huge number of other "their" disciplines and "their" issues that students additionally study. Someone has "shells", someone has "hydraulics", someone has "thermal processes". 

And almost every specialty has a subject called "Design...", and then, in fact, there is the name of the specialty: "aircraft design", "internal combustion engine design".  

  

And within the framework of all these items, calculations are underway. A large number of calculations. There are a lot of calculations.  

Note: This article is written and published in Ukrainian and is a translated version of the original published here.