11
C H A P T E R 2
Let’s Get Started
Seek the model which is simple, but not too simple.
Albert Einstein
Essentially, all models are wrong, but some models are
useful.
George E.P. Box
Professor Emeritus, University of Wisconsin
Note To e Instructor
Here we detail the kind of knowledge, rooted in Mechanics of Materials, that is important for using FEA
effectively. While some finite element theory is important, it should not be considered to be a barrier to the
early incorporation of FEA in the curriculum; rather, the requisite knowledge is meant to be built throughout
the curriculum as the undergraduate student advances. Mechanics educators and practitioners have absorbed
some concepts so well that it is easy to forget that these concepts are relatively new to students. Many
technical areas must be learned in order to interpret FEA results, catch modeling errors, and guide design.
One essential kind of knowledge is comprised of concepts, simplifying physical assumptions, and critical
thinking that takes place throughout the undergraduate engineering curriculum. We do not advocate that
students learn less mechanics theory. With the advent of powerful analysis tools, we specifically advocate that
students should learn as much if not more—a holistic approach that promotes a qualitative understanding
of “what affects something else,” an expanded grasp of definitions and core concepts.
In the Preface and Chapter 1, we proposed that the kind of knowledge that is important for using
FEA effectively falls into two categories:
1. the ability to apply basic theory of Mechanics of Materials to formulate initial expectations
of results and related estimates, and to interpret or benchmark results and
2. the ability to make good modeling decisions, including choice of dimension, element type,
mesh, and boundary conditions, based on knowledge of MoM and previous experience.
In this chapter we explore the first of these categories, namely the synergy between Me-
chanics of Materials and Finite Element Analysis. We begin this chapter with a bird’s eye view of
some qualitative aspects of MoM that the reader should begin to appreciate, followed by a review
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