Simulation And Animation Of Mechanical Systems To Enhance Student Learning
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Notice bibliographique
Résumé
There are many applications in mechanical engineering whose analysis or design procedures not only require tedious computations but also are prone to error so that neither instructors nor students are keen to focus on the details of the subjects. They are not enthusiastic to pursue the lengthy process of the old fashioned designs although widely used in the industry. Thus, they incline to use commercial programs which are more similar to a black box. The use of educational computer programs, on the other hand, could effectively alleviate the problems because students may understand the subject and effects of many parameters involved without wasting their time for repetitive computations. It can also help them to examine the results and track the errors and see where the problems lie. Educational computer programs are different from commercial ones in many aspects. The educational programs must have a sufficiently generic framework to deal with a large variety of possible options that may or may not be used in real applications. More precisely, commercial software often works in a limited domain whose extremes are well defined for both users and programmers, whereas educational tools should be able to satisfy curious students who naturally prefer to test the programs with irregular examples. Besides, the educational computer program must have an interesting graphical user interface including visualization and animation to motivate the users, and provide ample information and background about the application, pertinent parameters, possible errors, etc. Thus, the development of a useful educational program would be challenging for it requires a deep understanding of the subject, programming, and educational skills. The Department of Mechanical and Industrial Engineering at the University of Toronto has been interested in the development of a series of software programs that can be used by instructors, teaching assistants, and students involved in the undergraduate curricula. The programs are primarily developed for the teaching purposes, but they can be used in distance learning, student projects, research laboratories, and educational workshops. This paper presents two sample programs developed for two mechanical systems including mechanical vibration systems and cam and follower systems. Feedback from students who have worked with these programs has been so positive that it encourages us to consider more such applications and develop the programs, accordingly.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
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score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle