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Summary
e most common mistakes made by novice users of the finite element method involve
procedural steps performed explicitly by the user. Exercises in many textbooks emphasize mathe-
matical elements of the procedure performed strictly by the computer. We have introduced an al-
ternative examination of the method used in practice that focuses on a published list of commonly
made mistakes. Examination of the root causes of such mistakes reveals that they are intimately
tied more to a user’s command of underlying theory of strength of materials and less to a user’s
ability to reproduce mathematical computations undertaken by the processor.
We outlined a basic requisite skill set necessary to undertake use of the finite element
method. en we explored excursions where first the underlying theory no longer holds, and
then ultimately where users are most likely to interface with the software in a faulty manner. Fi-
nally, we posited a short listing of rules for applying the finite element method in practice. While
this list is generally acknowledged by many practitioners, we find that it is typically relegated to
more of an aside and less of a central theme. We provided relatively simple examples to showcase
where mistakes are made when one does not follow practical rules of thumb from the start.
If the method is taught with more of this emphasis on expectation failures of newly learned
mechanics of materials, and more prudent attention to questioning computational complacency, it
is our hope that the occurrence of these common mistakes may be reduced. Also, an earlier intro-
duction to the method as a practical tool may prove to be a useful precursor to better and deeper
learning of the mathematics underlying finite element interpolation. We argue that, instead of
emphasizing steps performed well by the computer, becoming competent in finite element anal-
ysis should focus on the steps of the process where analyst’s choices have the greatest impact on
the results.
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