Higher order model for analysis of magneto-electro-elastic plates

In this paper is presented an higher-order model for static and free vibration analyses of magneto-electro-elastic plates, wich allows the analysis of thin and thick plates, which allows the analysis of thin and thick plates. The finite element model is a single layer triangular plate/shell element with 24 degrees of fredom for the generalized mechanical displacements. Two degrees on freedom are introduced per each element layer, one corresponding to the electrical potential and the other for magnetic potential. Solutions are obtained for different laminations of the magneto-electro-elastic plate, as well as for the purely elastic plate as a special case.

Optimal dynamic control of laminated adaptive structures using a higher order model and a genetic algorithm

This paper deals with a finite element formulation based on the classical laminated plate theory, for active control of thin plate laminated structures with integrated piezoelectric layers, acting as sensors and actuators. The control is initialized through a previous optimization of the core of the laminated structure, in order to minimize the vibration amplitude. Also the optimization of the patches position is performed to maximize the piezoelectric actuator efficiency. The genetic algorithm is used for these purposes. The finite element model is a single layer triangular plate/shell element with 24 degrees of freedom for the generalized displacements, and one electrical potential degree of freedom for each piezoelectric element layer, which can be surface bonded or embedded on the laminate. To achieve a mechanism of active control of the structure dynamic response, a feedback control algorithm is used, coupling the sensor and active piezoelectric layers. To calculate the dynamic response of the laminated structures the Newmark method is considered. The model is applied in the solution of an illustrative case and the results are presented and discussed.

Accessing prospective early years’ teachers’ knowledge on fractions in order to design tasks for developing teachers’ MKT

Fractions is perhaps one of the most complex and difficult topics pupils explore in the early years of schooling. Difficulties in learning this topic may have its genesis in the fact that fractions comprise a multifaceted construct (Kieren, 1995) or can be conceived as being grounded in the instructional approaches employed to teach fractions (Behr, Harel, Post & Lesh, 1993). Thus, students’ limited understanding might be related to how their teachers understand and interpret fractions — it’s thus related with teachers’ knowledge and practice. Although there is a generalized agreement on teachers’ role on/for students learning, most research on fractions focus on students, leaving aside teachers’ role (and their knowledge on the topic). Thus, teachers’ training has in certain respects been left behind. We still know little about how teachers’ knowledge on fractions influences students’ broader view of mathematics, and its connection and evolution within and along schooling. Aimed at conceptualize ways of improving teachers’ knowledge, training and practices, it’s of fundamental importance to access the areas of knowledge (here conceived as mathematical knowledge for teaching (MKT) (Ball, Thames & Phelps, 2008) in which (prospective) teachers are more deficitaries.