Innovation in teaching mechanical engineering applications

Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94 Pub Date : 1994-11-02 DOI:10.1109/FIE.1994.580474

O.A. Abu Zeid, M. Tanyel

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引用次数: 7

Abstract

Engineering educators usually resort to either general purpose computer programming languages or specific software packages for high level problem solving. The balance has recently tipped in favor of specific packages. These, however, inhibit the development of programming skills for active, innovative and dynamic education processes. One reason is that the syntax of traditional languages adds one more level of distraction to the point that the engineering context of the problem may be lost. The recent emergence of graphical programming languages for engineers (such as LabVIEW) remedies this situation by providing an environment which focuses on the process. The modularity of such languages enables the instructor to adjust the programming challenge so that the engineering content of the problem may be highlighted. In this paper, three representative problems from the subjects of manufacturing, dynamics and component design are selected to illustrate the use of a graphical programming language to both introduce early basic engineering and programming concepts and in the solution of typical mechanical engineering problems. These problems are all parametric in nature and simulate real world problems.

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机械工程应用教学的创新

工程教育工作者通常求助于通用的计算机编程语言或特定的软件包来解决高级问题。最近，天平已经倾向于特定的一揽子计划。然而，这些阻碍了积极、创新和动态教育过程的编程技能的发展。一个原因是，传统语言的语法增加了一层干扰，以至于可能会丢失问题的工程上下文。最近出现的面向工程师的图形化编程语言(如LabVIEW)通过提供一个专注于过程的环境来纠正这种情况。这些语言的模块化使教师能够调整编程挑战，从而突出问题的工程内容。本文选择了制造、动力学和部件设计三个具有代表性的问题来说明使用图形化编程语言来介绍早期的基本工程和编程概念，并解决典型的机械工程问题。这些问题本质上都是参数化的，模拟了现实世界的问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94

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