Interactive simulations and virtual environments can play a significant role in facilitating learning through engagement, immediate feedback and by providing real-world contexts. Interactive 3D interfaces have a significant impact on the user interface usability and interactivity. We present several case-studies that have evolved from actual teaching observations and have been implemented using undergraduate and graduate student research teams. The development of such simulators poses multidisciplinary research challenges and has the advantage of bringing together a diverse group of people with complementary expertise. We present case studies covering engineering, medical sciences, physics and chemistry.
Programming is a skill that is a crucial component in most engineering analysis and design functions. Hence, all engineering curriculums include programming courses and many use MATLAB, a technical computing language. Teaching and training students to become competent and efficient programmers however, continues to be a challenge. Engineering faculty have implemented several pedagogical approaches to address this challenge, including the use of Virtual Learning Environments (VLEs). This work presents an ongoing, preliminary investigative study of the incorporation of the VLE-MatLab Marina as a supplement in Computing for Engineers courses and its impact on student learning at two institutions:
He recently received his Ph. D. in mechanical engineering from Georgia Tech. His current research interests include mechatronics, vibrations and engineering education.
He received his Ph.D. and M.S. in Mechanical Engineering from Georgia Institute of Technology and his B.S. in Mechanical Engineering from Louisiana State University. His current research interests include mechatronics, vibrations, and engineering education. He is a member of several professional bodies, including the American Society for Engineering Education (ASEE) and the American Society of Mechanical Engineers (ASME).
The objectives of this work were to explore a methodology that combines static and dynamic finite element (FE) analysis, linear elastic fracture mechanics (LEFM) and experimental methods to investigate a worst-case scenario in which a previously damaged bone plate system is subjected to an impact load. Cadaver ulnas with and without midshaft dynamic compression plates are subjected to a static three-point bend test and loaded such that subcritical crack growth occurs as predicted by a hybrid method that couples LEFM and static FE. The plated and unplated bones are then unloaded and subsequently subjected to a midshaft transverse impact test. A dynamic strain-based FE model is also developed to model the midshaft transverse impact test. The average value of the impact energy required for failure was observed to be 10.53% greater for the plated set. There appears to be a trade-off between impact damage and impact resistance when ulnas are supported by fixation devices. Predictions from the dynamic FE model are shown to corroborate inferences from the experimental approach.
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