O uso de tecnologias digitais no ensino de mecânica estrutural para a visualização dos momentos atuantes em modelos estruturais
Carregando...
Data
2019-12
Autores
Orientador
Schuck, Rogério José
Banca
Rehfeldt, Márcia Jussara Hepp
Quartieri, Marli Teresinha
Hansen, Betina
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A presente dissertação tem como tema o uso de tecnologias digitais no ensino de Mecânica Estrutural para a visualização das forças atuantes, especialmente os momentos fletores, em modelos estruturais. Tendo em vista o uso crescente das tecnologias digitais em sala de aula, somado com a inevitabilidade da utilização de
softwares por projetistas estruturais, o seguinte problema de pesquisa veio à tona: “como a utilização de softwares de interação gráfica pode ajudar os estudantes a predizer o comportamento das forças atuantes em uma estrutura?”. A fim de responder essa problemática, objetivou-se investigar como o Ftool pode auxiliar os
estudantes de Engenharia Civil e de Arquitetura a compreender as reações e cargas em um modelo estrutural. Para isso, foram traçados os seguintes objetivos específicos: I) Desenvolver atividades abordando conceitos pertinentes de Mecânica Estrutural, em parceria com tecnologias digitais; II) relacionar a utilização do software de interação gráfica Ftool com a realidade prática de um profissional da construção civil; III) comparar a experiência prévia de cada participante com o tema e elencar sua influência nas atividades; IV) analisar a ampliação de conhecimento dos alunos acerca das forças atuantes em uma estrutura. Para tal, foi proposta uma oficina com a duração de dois períodos de uma hora e meia, ofertada para os alunos de Engenharia Civil e Arquitetura e Urbanismo da Universidade do Vale do Taquari – Univates. Ao todo, 45 estudantes, divididos em uma turma de 25 e outra de 20 alunos, participaram da pesquisa. As atividades abordam temas pertinentes da vivência profissional de um projetista estrutural, onde o participante deve realizar uma série de exigências do proprietário de uma obra, atualizando seu diagrama de esforços de acordo com as reivindicações. Ao analisar as respostas das atividades, notou-se que muitos participantes não estavam familiarizados com os termos, contudo, ao decorrer da oficina, gradativamente foram aperfeiçoando suas
conjecturas. Dessa forma, percebeu-se que os participantes com mais experiência acadêmica redigiram respostas mais completas e, em relação a sua experiência profissional ou com o software, não há indícios claros de isso possa ter contribuído para melhores respostas. Portanto, ao comparar o questionário prévios e o pós-oficina, percebeu-se indícios da ampliação de conhecimento acerca dos conceitos básicos presentes em sistemas estruturais, de maneira que o software de simulação contribuiu para melhor visualização dos efeitos dos carregamentos no sistema.
The present dissertation has as its theme the use of digital technologies in the teaching of Structural Mechanics in order to visualize the acting forces, especially the bending moments, in structural models. Given the increasing use of digital technologies in the classroom, coupled with inevitable use of software by structural designers, the following research problem has emerged: “How can the use of graphical interaction software help the students to predict the behavior of forces acting on a structure?”. In order to investigate this problem, the objective of this paper is to investigate how the simulator Ftool can help Civil Engineering and Architecture students to understand the reactions and loads in structural models. For this, the following specific objectives were set: I) Develop activities addressing relevant concepts of Structural Mechanics, in partnership with digital technologies; II) Relate the use of Ftool, a graphical interaction software, with the practical reality of a construction professional; III) Compare the previous experience of each participant with the theme and list its influence; IV) Analyze the students' knowledge expansion about the acting forces in a structure. To this end, it was proposed a workshop lasting two periods of one and a half hours, offered to students of Civil Engineering and Architecture and Urbanism at the University of Vale do Taquari - Univates. Altogether, 45 students, divided into a class of 25 and another of 20 students, participated in the research. The activities address pertinent topics of the professional experience of a structural designer, where the participant must perform a series of requests by the owner of a building, updating his force diagram according to these claims. Analyzing the replies to the activities, it was noted that many participants were unfamiliar with the boarded terms, but as the workshop progressed, they gradually refined their conjectures. Thus, it was noticed that participants with more academic experience wrote more complete answers, while professional or software experience did not have the same positive impact. Therefore, when comparing the previous questionnaire and the post-workshop questionnaire, there was evidence of increasing knowledge about the basic concepts present in structural systems, so that the simulation software contributed to a better visualization of the effects of loading on the system.
The present dissertation has as its theme the use of digital technologies in the teaching of Structural Mechanics in order to visualize the acting forces, especially the bending moments, in structural models. Given the increasing use of digital technologies in the classroom, coupled with inevitable use of software by structural designers, the following research problem has emerged: “How can the use of graphical interaction software help the students to predict the behavior of forces acting on a structure?”. In order to investigate this problem, the objective of this paper is to investigate how the simulator Ftool can help Civil Engineering and Architecture students to understand the reactions and loads in structural models. For this, the following specific objectives were set: I) Develop activities addressing relevant concepts of Structural Mechanics, in partnership with digital technologies; II) Relate the use of Ftool, a graphical interaction software, with the practical reality of a construction professional; III) Compare the previous experience of each participant with the theme and list its influence; IV) Analyze the students' knowledge expansion about the acting forces in a structure. To this end, it was proposed a workshop lasting two periods of one and a half hours, offered to students of Civil Engineering and Architecture and Urbanism at the University of Vale do Taquari - Univates. Altogether, 45 students, divided into a class of 25 and another of 20 students, participated in the research. The activities address pertinent topics of the professional experience of a structural designer, where the participant must perform a series of requests by the owner of a building, updating his force diagram according to these claims. Analyzing the replies to the activities, it was noted that many participants were unfamiliar with the boarded terms, but as the workshop progressed, they gradually refined their conjectures. Thus, it was noticed that participants with more academic experience wrote more complete answers, while professional or software experience did not have the same positive impact. Therefore, when comparing the previous questionnaire and the post-workshop questionnaire, there was evidence of increasing knowledge about the basic concepts present in structural systems, so that the simulation software contributed to a better visualization of the effects of loading on the system.
Descrição
Palavras-chave
Ensino; Estrutura; Ftool; Momento fletor; Simulação; Bending moment; Ftool Simulation; Structure; Teaching
Citação
SPERB, Henrique Hickmann. O uso de tecnologias digitais no ensino de mecânica estrutural para a visualização dos momentos atuantes em modelos estruturais. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 05 dez. 2019. Disponível em: http://hdl.handle.net/10737/2810.