SCHOOL OF TECHNOLOGY

School of Technology



School of Technology

Part 3

Method of Simulation Construct during Analysis

The 3-D finite element relocating mesh method is developed for simulation analysis of temperature and thermal stress distribution in a roller compacted concrete dam during the construction period. According to the relation between specific properties and age of concrete, some meshes are merged into a larger mesh or a few larger meshes when the age of the concrete is appropriate (Armour, 2000). Using this method, the total number of elements and nodes were remarkably reduced when the dam height was increased. When the change in elastic modulus, creeps and hydration heat is within the limits permitted by design criteria, the relocating of mesh will start. Using this method, a 3 D simulation analysis of thermal stress in a roller compacted concrete (RCC) high dam can be realized by microcomputer and appeared at the construction site (Bacigalupo, 2000). On the basis of real factors during the construction period, an engineer can predict the distribution of temperature and thermal stress in the RCC dam. Therefore, engineers can take appropriate measures to control the concrete temperature to reduce the thermal stress and avoid crack development within the dam.

Possible Mistakes in Conducting Simulation

This simulation is all about learning from mistakes. Before participants do the simulation, it is probably important to remind them to expect some mistakes and not worry when things don't go smoothly. This simulation is all about learning from mistakes. Before participants do the simulation, it is probably important to remind them to expect some mistakes and not worry when things don't go smoothly (Carrol, 1997). Things are meant to "go wrong" in this simulation. Nearly all Japanese going overseas will experience communication breakdowns. This simulation gives participants a chance to experience those in a safe setting and consider ways of dealing with communication breakdowns.

A second concern is about the final closure. Shirts (1977) said that one of the most common mistakes when conducting simulations is premature closure. In the final sub-phase of the in-class simulation, it is important to encourage all of participants to speak up, either in their native tongue or in English. Many Japanese are willing to speak to small groups of friends, but reluctant to talk in front of large groups of strangers (Gillespie, 1999). Moreover, many hesitate to say things which might seem novel or controversial. It might be necessary for the organizer to remind students not to worry, or perhaps even to prod them to speak up (Bacigalupo, 2000). If participants feel too shy to discuss issues in large groups, one option is to divide them into smaller groups. For this reason, it may be good to give the Na and Za leaders a copy of the discussion questions in advance, so they can help lead smaller discussion groups if the simulation organizer decides to take that option. (If you break into smaller discussion groups, make sure each group has a roughly equal number of participants from both ...