Desenvolvimento de uma ferramenta paramétrica em linguagem APDL para o cálculo da estrutura de um pórtico rolante

Pós-graduação em Engenharia Mecânica - FEG

Design Minds Refresh Toolkit

The Design Minds Refresh Toolkit was one of six K7-12 secondary school design toolkits commissioned by the State Library of Queensland (SLQ) Asia Pacific Design Library (APDL), to facilitate the delivery of the Stage 1 launch of its Design Minds online platform (www.designminds.org.au) partnership initiative with Queensland Government Arts Queensland and the Smithsonian Cooper-Hewitt National Design Museum, on June 29, 2012. Design Minds toolkits are practical guides, underpinned by a combination of one to three of the Design Minds model phases of ‘Inquire’, ‘Ideate’ and ‘Implement’ (supported by at each stage with structured reflection), to enhance existing school curriculum and empower students with real life design exercises, within the classroom environment. Toolkits directly identify links to Naplan, National Curriculum, C2C and Professional Standards benchmarks, as well as the student capabilities of successful and creative 21st century citizens they seek to engender through design thinking. Inspired by ideas from a design project for second year Interior Design students at QUT School of Design, this toolkit explores, through five distinct exercises, different design tools and ways to approach the future design of environments (bathrooms) to facilitate the daily washing ritual, while addressing diverse and changing social, cultural, technological and environmental challenges. The Design Minds Refresh Toolkit particularly aims to promote ‘Lateral Thinking’ attitudes and empathy as an approach to create unusual and sustainable solutions to future problems that may affect our daily behavioural routines, and the spaces that facilitate them. More generally, it aims to facilitate awareness in young people, of the role of design in society and the value of design thinking skills in generating strategies to solve basic to complex systemic challenges, as well as to inspire post-secondary pathways and idea generation for education. The toolkit encourages students and teachers to develop sketching, making, communication, presentation and collaboration skills to improve their design process, as well as explore further inquiry (background research) to enhance the ideation exercises. Exercise 1 focuses on the ‘Inquire’ and ‘Ideate’ phases, Exercise 2 and 3 build on ideation skills, and Exercise 4 and 5 concentrate on the ‘Implement’ phase. Depending on the intensity of the focus, the unit of work could be developed over a 4-5 week program (approximately 10-12 x 60 minute lessons/workshops) or as smaller workshops treated as discrete learning experiences. The toolkit is available for public download from http://designminds.org.au/refresh/ on the Design Minds website. Exercise 2 (Other People’s Shoes) and Exercise 3 (The Future Bathroom) of the toolkit were used as content for the inaugural Design Minds Professional Development Workshop on June 28, 2012 to pre-launch the website to Queensland teachers.

Design Minds The Big Picture Toolkit

The Design Minds The Big Picture Toolkit was one of six K7-12 secondary school design toolkits commissioned by the State Library of Queensland (SLQ) Asia Pacific Design Library (APDL), to facilitate the delivery of the Stage 1 launch of its Design Minds online platform (www.designminds.org.au) partnership initiative with Queensland Government Arts Queensland and the Smithsonian Cooper-Hewitt National Design Museum, on June 29, 2012. Design Minds toolkits are practical guides, underpinned by a combination of one to three of the Design Minds model phases of ‘Inquire’, ‘Ideate’ and ‘Implement’ (supported by at each stage with structured reflection), to enhance existing school curriculum and empower students with real life design exercises, within the classroom environment. Toolkits directly identify links to Naplan, National Curriculum, C2C and Professional Standards benchmarks, as well as the student capabilities of successful and creative 21st century citizens they seek to engender through design thinking. Inspired by the Unlimited: Designing for the Asia Pacific Generation Workshop 2010 (http://eprints.qut.edu.au/47762/), this toolkit explores, through three distinct exercises, ‘design for the other 90%’, addressing tools and approaches to diverse and changing social, cultural, technological and environmental challenges. The Design Minds The Big Picture Toolkit challenges students to be active agents for change and to think creatively and optimistically about solutions to future global issues that deliver social, economic and environmental benefits. More generally, it aims to facilitate awareness in young people, of the role of design in society and the value of design thinking skills in generating strategies to solve basic to complex systemic challenges, as well as to inspire post-secondary pathways and idea generation for education. The toolkit encourages students and teachers to develop sketching, making, communication, presentation and collaboration skills to improve their design process, as well as explore further inquiry (background research) to enhance the ideation exercises. Exercise 1 focuses on the ‘Inquire’ phase, Exercise 2 the ‘Inquire’ and ‘Ideate’ phases, and Exercise 3 concentrates on the ‘Implement’ phase. Depending on the intensity of the focus, the unit of work could be developed over a 4-5 week program (approximately 4-6 x 60 minute lessons/workshops) or as smaller workshops treated as discrete learning experiences. The toolkit is available for public download from http://designminds.org.au/the-big-picture/ on the Design Minds website.

Design Minds Tomorrow's Classroom Toolkit

The Design Minds Tomorrow’s Classroom Toolkit was one of six K7-12 secondary school design toolkits commissioned by the State Library of Queensland (SLQ) Asia Pacific Design Library (APDL), to facilitate the delivery of the Stage 1 launch of its Design Minds online platform (www.designminds.org.au) partnership initiative with Queensland Government Arts Queensland and the Smithsonian Cooper-Hewitt National Design Museum, on June 29, 2012. Design Minds toolkits are practical guides, underpinned by a combination of one to three of the Design Minds model phases of ‘Inquire’, ‘Ideate’ and ‘Implement’ (supported by at each stage with structured reflection), to enhance existing school curriculum and empower students with real life design exercises, within the classroom environment. Toolkits directly identify links to Naplan, National Curriculum, C2C and Professional Standards benchmarks, as well as the student capabilities of successful and creative 21st century citizens they seek to engender through design thinking. This toolkit explores, through four distinct exercises, different design tools and ways to approach the future design of environments (classrooms/schools) to facilitate the Reggio Emilia philosophy of learning, while addressing diverse and changing social, cultural, technological and environmental challenges. The Design Minds Tomorrow’s Classroom Toolkit encourages students to explore architecture and interior design, and to think about their (life-long) learning as a product of inspiring interactions with people and the environments around them, and that their potential role in contributing to both delightful and functional design solutions requires a deep understanding of the user experience. More generally, it aims to facilitate awareness in young people, of the role of design in society and the value of design thinking skills in generating strategies to solve basic to complex systemic challenges, as well as to inspire post-secondary pathways and idea generation for education. The toolkit encourages students and teachers to develop sketching, making, communication, presentation and collaboration skills to improve their design process, as well as explore further inquiry (background research) to enhance the ideation exercises. Exercise 1 focuses on the ‘Inquire’ and ‘Ideate’ phases, Exercise 2 on the ‘Inquire’, Exercise 3 builds on ideation skills, and Exercise 4 concentrates on the ‘Implement’ phase. Depending on the intensity of the focus, the unit of work could be developed over a 2-5 week program (approximately 4-10 x 60 minute lessons/workshops) or as smaller workshops treated as discrete learning experiences. The toolkit is available for public download from http://designminds.org.au/tomorrows-classroom/ on the Design Minds website. This toolkit inspired the authorship and facilitation of a 2-day design workshop entitled Learning Environment 2050 at John Paul College, Daisy Hill, Brisbane on the 15-16 August 2013. 120 Grade 7 students and their teachers, under the mentorship of two design academics, 3 QUT design students and a professional architect, as part of a QUT School of Design Project Week community engagement activity, explored the formulation of a participatory design brief for the redesign of the school’s Wesley Precinct (including classrooms, a sustainable farm and recreation areas).

ANSYS 7.0分析实例与工程应用

Análisis del comportamiento de un rodamiento de vuelco mediante elementos finitos y técnicas de subestructuras

[ES]estudio del comportamiento de un rodamiento de vuelco situado en la unión buje-pala de un aerogenerador mediante diferentes técnicas de modelización por elementos finitos y su comparación. Los análisis realizados son: estático con contacto Rough, estático con contacto Bonded y mediante técnicas de subestructuras. En el estudio se ha utilizado ANSYS Mechanical APDL.

CR超导二极铁导线的3D有限元失超模拟

利用FEM软件ANSYS对德国GSI的FAIR项目的超导二极铁的超导线进行了失超模拟.该模拟形象地给出导线的失超过程,通过APDL编程可以得到失超传播速度,失超时导体的端电压随时间的变化.文章还进一步研究了导线的最小失超传播区域MPZ,失超段初始温度和电流对失超传播速度的影响.

3D quench simulation using finite element method for CR superconducting magnet's strand

The CR superconducting magnet is a dipole of the FAIR project of GSI in Germany. The quench of the strand is simulated using FEM software ANSYS. From the simulation, the quench propagation can be visualized. Programming with APDL, the value of propagation velocity of normal zone is calculated. Also the voltage increasing over time of the strand is computed and pictured. Furthermore, the Minimum Propagation Zone (MPZ) is studied. At last, the relation between the current and the propagation velocity of normal zone, and the influence of initial temperature on quench propagation are studied.

不同基板预热温度对激光金属沉积成形过程温度场的影响

为降低成形过程的热应力,抑制成形过程裂缝的产生,减小成形过程试样和基板的翘曲变形,激光金属沉积成形往往需要进行基板预热,因此研究不同基板预热温度对激光金属沉积成形过程温度场的影响具有非常重要的意义.根据有限元分析中的"单元生死"技术,利用APDL编程建立了基板预热对激光金属沉积成形过程温度场影响的三维多道多层数值模拟模型,详细分析了基板未预热和分别预热到200,300,400,500,600℃时对沉积成形过程温度场和温度梯度的影响.通过中国科学院沈阳自动化研究所自行研制的激光金属沉积成形系统和基板预热系统,在与模拟过程相同的参数下,利用镍基合金粉末在基板未预热和分别预热到300,400,500,560℃时进行了成形试验,试验结果跟数值模拟结果吻合较好.

基板预热对激光金属沉积成形过程热应力的影响

为降低沉积过程的热应力,抑制成形过程中裂缝的产生,研究基板预热对激光金属沉积成形(Laser metal deposition shaping,LMDS)过程热应力的影响具有非常重要的意义。根据有限元分析中的"单元生死"思想,利用APDL(ANSYS parametric design language)编程建立多道多层激光金属沉积成形过程的数值模拟模型,深入探讨基板未预热和预热到400℃时对成形过程热应力的影响。计算结果表明,基板预热到400℃可以显著降低成形过程中试样的热应力变化波动性,试样的Von Mises热应力最大值可降低10%左右,其中x方向热应力最大值可降低8.5%左右,z方向热应力最大值可降低8.1%左右。在与模拟过程相同的条件下,利用自行研制的激光金属沉积成形设备进行了成形试验,成形试验的结果与模拟结果基本吻合。

激光金属沉积成形过程热行为的研究

激光金属直接快速成形技术是在80年代末期出现的快速原型技术（Rapid Phototyping, RP）基础上结合同步同轴送料激光熔敷（On-axis Laser Cladding）技术发展起来的一项先进制造技术。它涉及机械、激光、计算机辅助设计（CAD）、计算机辅助制造（CAM）、计算机数字控制（CNC）、材料科学等领域的关键技术。它突破了传统快速成形工艺方法和成形材料的局限，是目前快速成形诸多方法中研究最多、最有发展前途的新型制造技术。它基于材料累加思想，能够在无需任何刀具和模具的情况下由CAD模型直接驱动沉积成形金属零件，从而大大缩短了新产品的研发周期并节省了大量的资源。中国科学院沈阳自动化研究所开展了该技术的研究，并研制开发了激光金属沉积成形系统（Laser Metal Deposition Shaping, LMDS）。本文介绍了金属零件激光直接快速成形技术的原理和特点，分析了当前金属零件激光快速成形过程数值模拟研究的热点和发展趋势。结合激光金属沉积成形系统的研究需要和遇到的实际问题，阐述了激光、金属粉末和基板三者之间的相互作用，利用有限元的方法数值模拟了各种影响成形精度和效率的因素对激光金属沉积成形系统过程热行为的影响，包括不同扫描方式、不同基板预热温度等，并利用激光金属沉积成形系统系统进行了验证。具体的研究内容如下： 1. 阐述了激光与金属粉末之间的相互作用。激光快速成形过程中，高功率激光束与基板金属交互作用产生熔池，同步送入的金属粉末在熔池内被迅速熔化然后迅速凝固。熔池内的冶金动力学过程包括传热、传质、对流及气-液界面冶金反应和固-液界面扩散等与工艺质量的好坏密切相关，直接影响成形零件内气体和夹渣物的吸收、聚集和逸出，进而影响成形零件的微观组织、成分变化及其它物理冶金性能。基于熔池内传质、传热及流动对成形层的组织和性能的决定性作用，建立了激光金属沉积成形过程的数学模型和有限元模型。 2. 利用有限元分析中的“单元生死”技术，通过APDL语言编程建立了激光金属沉积成形系统过程三维多道多层的数值模拟模型，得到了激光金属沉积成形系统过程中试样和基板内的温度、温度梯度以及热应力分布规律。 3. 研究了沿长边平行往复扫描、沿短边平行往复扫描以及层间正交变向平行往复扫描等不同扫描方式对激光金属沉积成形系统过程热行为的影响，得到了不同扫描方式下试样和基板的温度、温度梯度和热应力变化规律，并结合快速凝固理论对这一过程中出现的现象进行解释。 4. 为了实现基板的预热，根据热传导理论自主设计开发了用于激光金属沉积成形系统过程的基板预热系统。该系统由基板预热器、智能PID控制器以及计算机串口温度检测和反馈控制等部分组成，具有结构简单、功能完善、可靠性高等特点。它既可以通过智能PID控制器实现对基板预热温度的控制，也可以通过计算机串口实现对基板预热温度的实时检测、记录以及反馈控制，从而使基板预热温度在室温～600℃之间连续调节。此外，它的计算机串口温度检测模块还可以用来实现对激光金属沉积成形系统成形过程基板温度的实时监测，为数值计算提供较为准确的边界条件以及用来检验和校正数值模型的正确性与可靠性。 5. 利用数值模拟的方法研究了基板预热温度分别在室温、200℃、300℃、400 ℃、500 ℃、600 ℃时对激光金属沉积成形系统过程温度、温度梯度以及热应力的影响。在相同的条件下，利用激光金属沉积成形系统系统和基板预热系统进行了实际成形实验。对成形实验得到的试样进行了深入的研究，包括：成形试样的成形高度和表面质量与基板预热温度的关系；成形试样的利用扫描电镜分析成形试件沉积层的显微组织特征；利用能谱仪分析沉积层合金元素的化学成分偏析情况。 6. 建立了集数值模拟和成形加工于一体的软件平台。它既可以实现简单零件变模型尺寸、变热物性参数和变工艺参数的数值模拟，也可以直接驱动激光金属沉积成形系统完成简单零件的快速成形。这为研究各工艺参数如激光功率、扫描速度、送粉速率、光斑尺寸以及基板预热温度等对激光金属沉积成形系统过程的影响提供了一个平台。

Empreitada de construção dos armazéns do polo 2 da plataforma logística do porto de Leixões - Direção e controlo da produção

A Plataforma Logística do Porto de Leixões, administrada pela Administração dos Portos do Douro e Leixões, S.A. (APDL), integra dois Polos situados no concelho de Matosinhos em locais estratégicos para o desenvolvimento das atividades portuária e de logística. É neste contexto que a empresa Luís Simões contactou a APDL no sentido de alugar um espaço para se instalar no Polo 2 da Plataforma Logística do Porto de Leixões. Para que este contrato fosse celebrado existiu um compromisso da APDL de construir dois armazéns com cerca de 10.000m2 cada e ainda um edifício administrativo com cerca de 2.900m2 e todas as redes de infraestruturas, circulações e arranjos exteriores. Após a realização de Concurso Público, a Empreitada de Construção, foi adjudicada à empresa DST - Domingos da Silva Teixeira, S.A.. O presente relatório é referente a um estágio realizado na DST, S.A., em obra, no período de 31 de Janeiro de 2014 e 31 de Julho de 2014. O estágio englobou a direção e controlo da produção das atividades de construção civil que decorreram na empreitada durante este período. O estágio foi efetuado em ambiente real de obra tendo seguido o planeamento habitual de uma empreitada. Foram desenvolvidas numa primeira fase as atividades de preparação e lançamento de consultas de subempreitadas. De seguida foram desenvolvidas tarefas de preparação, controlo de fornecimento, apoio e acompanhamento dos subempreiteiros em obra, destacando-se o acompanhamento dos trabalhos de revestimento exteriores dos edifícios e dos pavimentos de alta planimetria.

Desenvolvimento de um programa paramétrico para simulação do processo de estampagem utilizando elementos finitos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Projeto estrutural e parametrização de uma comporta segmento utilizando o método dos elementos finitos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

FEM and experimental analysis of a wind turbine blade

This paperwork compares the a numerical validation of the finite element model (FEM) with respect the experimental tests of a new generation wind turbine blade designed by TPI Composites Inc. called BSDS (Blade System Design Study). The research is focused on the analysis by finite element (FE) of the BSDS blade and its comparison with respect the experimental data from static and dynamic investigations. The goal of the research is to create a general procedure which is based on a finite element model and will be used to create an accurate digital copy for any kind of blade. The blade prototype was created in SolidWorks and the blade of Sandia National Laboratories Blade System Design Study was accurately reproduced. At a later stage the SolidWorks model was imported in Ansys Mechanical APDL where the shell geometry was created and modal, static and fatigue analysis were carried out. The outcomes of the FEM analysis were compared with the real test on the BSDS blade at Clarkson University laboratory carried out by a new procedures called Blade Test Facility that includes different methods for both the static and dynamic test of the wind turbine blade. The outcomes from the FEM analysis reproduce the real behavior of the blade subjected to static loads in a very satisfying way. A most detailed study about the material properties could improve the accuracy of the analysis.