Ces Cambridge Engineering Selector Software Programs
Granta began as a spin-out from Cambridge University Engineering Department. These exercises give an easy way to learn to use the CES EduPack software. BMCU 2912 ENGINEERING PRACTICE. CES EDUCATION SOFTWARE ANSWER SHEETS. Name: Matric No: Program: Group: Exercise 5: Selection using. JEC World will be held March 14-16 in Paris. CW previews some of the products and technologies that will be at the show. Extensive numerical data for all materials, allowing the full power of the CES selection system to be deployed. When the software opens you are asked to choose a Level. Chose Level 1 to start with. At each Level there are a number of Data Tables. The most important are: Materials, Shaping Processes, Joining Processes,. The Cambridge Engineering Selector (CES) is a software package that has been produced to help answer these questions. Trust 120 Spacecam Vista Driver Download. Developed over a number of years by Mike Ashby and David Cebon, the Selector is now being marketed by their company, Granta Design.
Abstract The Cambridge Engineering Selector (CES) EduPack software has been used in undergraduate teaching at the University of Birmingham since 2006 for materials selection courses with small class sizes (typically 15 – 55 materials engineering students). In 2007 the software was introduced to first year undergraduates across the School of Engineering via an existing large class module (>300 students). In introducing the software it was required that the module contact time was not increased; independent learning was promoted and the existing syllabus was maintained.
Thus the software was demonstrated within lectures and made available on the engineering computer clusters and via a CD available for personal student use. At the time of its introduction no exercises requiring its use had been developed or embedded in the course.
Student feedback indicated that approximately 74% of students used the software to support their learning, although 94% stated that they recognised its potential as a beneficial tool. The main barrier preventing its use was unfamiliarity with the software and many students (34%) expressed the need for additional support classes. In response to the results, tutorial style questions based on the software were developed for the class of 2008, along with step-by-step guidance on how to answer them. Some lecture content was also compromised in order to allow discussion in class. An increased number of students chose to use the software during the lecture course (77%), with others indicating they would use it for revision and, unlike the 2007 cohort, the 2008 students commended its ease of use (35%).
Introduction Textbooks have long been a traditional choice of teaching aid. They are usually written in such a style as to guide students step-by-step through the development of ideas and concepts from the basic to the more complex and as such are usually thorough and self-explanatory and thus require little additional support. Over recent years, as IT has become embedded in almost all aspects of life and demands from employers for computer-literate graduates have increased, the use of software to support learning is fast becoming commonplace. Universities have accepted that students need access to appropriate information technology facilities but, perhaps too often, university lecturers and other senior decision makers fail to recognise that IT skills, like all other skills, need to be acquired and that their acquisition requires careful planning and appropriate levels of support ( Landmark College Institute for Research and Training ( 2006) Challenges to incorporating AT. Available from [accessed 3 April 2009]. ( 1997) Open learning and IT skills acquisition in higher education.