scholarly journals Simulation based approach for light weighting of transmission components using tube hydroforming

2018 ◽  
Vol 15 ◽  
pp. 915-922
Author(s):  
Ankit Kumar Pandey ◽  
Bhushan S. Walunj ◽  
Prashant P. Date
Keyword(s):  
Tube Hydroforming ◽  
Simulation Based ◽  
Light Weighting

Light Weighting through Tube Hydroforming

2014 ◽  
Author(s):  
Ingrid Rasquinha ◽  
Reji Koshy Daniel
Keyword(s):  
Tube Hydroforming ◽  
Light Weighting

Study on Product Design and Process Simulation of Hydroformed Automobile Framework

2010 ◽  
Vol 102-104 ◽  
pp. 210-213
Author(s):  
Lin Zhou ◽  
Xiao Min Cheng
Keyword(s):  
Numerical Simulation ◽  
Process Simulation ◽  
Tube Hydroforming ◽  
Shell Element ◽  
Loading Path ◽  
Pressure Loading ◽  
Vehicle Performance ◽  
Simulation Based ◽  
Hydroforming Process ◽  
Element Theory

To achieve smaller weight, stronger strength and higher stiffness, tube hydroforming is widely used in the industry. The front beam is analysed the front beam part is redesigned based on the technics, and automotive structural lightweight and integration are achieved under the precondition of ensuring vehicle performance and security. Then, the hydroforming process of front beam is analyzed by numerical simulation based upon the elastic-plastic finite element method, Belytschko-Tsay shell element theory and dynamic explicit solution, the internal pressure loading path as the main hydroforming process parameters is discussed in detail. The present analysis provide basis for its applications.

Inquiry Learning

2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner
Keyword(s):  
Scientific Reasoning ◽  
Inquiry Learning ◽  
Instructional Support ◽  
Test Results ◽  
Knowledge Test ◽  
Simulation Based ◽  
Scientific Experiments ◽  
Specific Support ◽  
Science Classes

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.

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