Finite element analysis of spherical storage tank stress state

In this paper, a spherical storage tank for the storage of liquefied petroleum gas is analysed. A design calculation of structural elements is performed according to valid standards and technical regulations. Seismic loads are determined. By using the finite element method, a structural analysis of the spherical storage tank is performed for the design case in which the storage tank is exposed to effects of self-weight of sphere with supporting pillars; complete reinforcement; staircases and platforms; snow; hydrostatic pressure of the working fluid; design pressure; and horizontal seismic forces. The zones with maximum stress values are shown and the obtained results are analysed

Structural integrity analysis of a cracked pressure vessel

Stress distribution, as obtained by finite element method (FEM), and corresponding fracture mechanics parameters, have been used for the integrity assessment of a pressure vessel. Once the stress distribution is known, the most critical area can be analysed with assumed crack to estimate its critical length according to fracture mechanics parameters and basic laws. Toward this end, the Failure Assessment Diagram (FAD) is used to calculate the crack length corresponding to the limit curve. As one can see, coordinates in FAD are the ratio of net- and critical stress (x axis, S-r = S-n/S-c), and ratio of stress intensity factor and its critical value (y axis, K-r = K-i/K-Ic). Once net stress and the stress intensity factor are known and their critical values, coordinates of a point corresponding to any crack length can be calculated and positioned in the FAD

Finite element analysis of spherical storage tank stress state

In this paper, a spherical storage tank for the storage of liquefied petroleum gas is analysed. A design calculation of structural elements is performed according to valid standards and technical regulations. Seismic loads are determined. By using the finite element method, a structural analysis of the spherical storage tank is performed for the design case in which the storage tank is exposed to effects of self-weight of sphere with supporting pillars; complete reinforcement; staircases and platforms; snow; hydrostatic pressure of the working fluid; design pressure; and horizontal seismic forces. The zones with maximum stress values are shown and the obtained results are analysed

Structural integrity analysis of a cracked pressure vessel

Stress distribution, as obtained by finite element method (FEM), and corresponding fracture mechanics parameters, have been used for the integrity assessment of a pressure vessel. Once the stress distribution is known, the most critical area can be analysed with assumed crack to estimate its critical length according to fracture mechanics parameters and basic laws. Toward this end, the Failure Assessment Diagram (FAD) is used to calculate the crack length corresponding to the limit curve. As one can see, coordinates in FAD are the ratio of net- and critical stress (x axis, S-r = S-n/S-c), and ratio of stress intensity factor and its critical value (y axis, K-r = K-i/K-Ic). Once net stress and the stress intensity factor are known and their critical values, coordinates of a point corresponding to any crack length can be calculated and positioned in the FAD

Evaluation of in-person and virtual internship learning outcomes in professional higher education

Study programs in Professional Higher Education Institutions typically have the mandatory internship, with defined learning outcomes and ECTS expressed workload. When an internship is performed in exchange for ECTS credit, it must be strongly related to an academic discipline with defined set of learning outcomes. The goals and therefore learning outcomes, differ depending on the educational level and year of the study. At large, internship learning outcomes in professional higher education belong to two general categories: study program-specific learning outcomes and generic academic and soft skills outcomes. In previous years, the need for the development of a virtual model of internship and a platform for its implementation, suitable for performing work-based learning in Higher Education Institutions, is clearly recognized as the response to Industrial revolution 4.0. Even more, the significance of remote work-based learning emerged with the Covid 19 pandemics that disturbed work placed and hampered the implementation of professional practices, internship schemes, and all other forms of work-based learning. While different virtual internship schemes are developed throughout the educational systems, the question arise what are the advantages and disadvantages in the learning outcomes achievement in such work-based learning models. Here we discuss learning outcomes in professional higher education from the position of both traditional in-person internship and modern virtual internship

Evaluation of in-person and virtual internship learning outcomes in professional higher education

Study programs in Professional Higher Education Institutions typically have the mandatory internship, with defined learning outcomes and ECTS expressed workload. When an internship is performed in exchange for ECTS credit, it must be strongly related to an academic discipline with defined set of learning outcomes. The goals and therefore learning outcomes, differ depending on the educational level and year of the study. At large, internship learning outcomes in professional higher education belong to two general categories: study program-specific learning outcomes and generic academic and soft skills outcomes. In previous years, the need for the development of a virtual model of internship and a platform for its implementation, suitable for performing work-based learning in Higher Education Institutions, is clearly recognized as the response to Industrial revolution 4.0. Even more, the significance of remote work-based learning emerged with the Covid 19 pandemics that disturbed work placed and hampered the implementation of professional practices, internship schemes, and all other forms of work-based learning. While different virtual internship schemes are developed throughout the educational systems, the question arise what are the advantages and disadvantages in the learning outcomes achievement in such work-based learning models. Here we discuss learning outcomes in professional higher education from the position of both traditional in-person internship and modern virtual internship

Virtual student internship mobility - building of inclusive and international professional higher education in the countries of the balkan region

Here, we present results of student inernship mobility gained through implementation of web-based digital internship model suitable for the professional higher education studies (DIMPS). This model was developed and tested as a part of cooperative work between several professional higher education institutions from three countries of the Balkan region: Serbia, Bulgaria and Greece. Our model of digital internship enables students to gain real-world experience and skills in a remote online setting. Internship methodology integrated into DIMPS platform permits achievement of both disciplinary and technical learning outcomes, as well as the academic-related generic outcomes. We successfully applied this digital platform in the context of international virtual student exchange between Balkan countries, demonstrating its flexibility and suitability for inclusive professional higher education. Importantly, DIMPS platform may contribute to the promotion of the attractiveness of the study programs, thus growing the internationalization of the higher education in Balkans

Virtual student internship mobility - building of inclusive and international professional higher education in the countries of the balkan region

Here, we present results of student inernship mobility gained through implementation of web-based digital internship model suitable for the professional higher education studies (DIMPS). This model was developed and tested as a part of cooperative work between several professional higher education institutions from three countries of the Balkan region: Serbia, Bulgaria and Greece. Our model of digital internship enables students to gain real-world experience and skills in a remote online setting. Internship methodology integrated into DIMPS platform permits achievement of both disciplinary and technical learning outcomes, as well as the academic-related generic outcomes. We successfully applied this digital platform in the context of international virtual student exchange between Balkan countries, demonstrating its flexibility and suitability for inclusive professional higher education. Importantly, DIMPS platform may contribute to the promotion of the attractiveness of the study programs, thus growing the internationalization of the higher education in Balkans

UDC 004.738, DOI: 10.2298/csis0902191D Applications GeoGebra into Teaching Some Topics of Mathematics at the College Level

Abstract. This paper presents new trends in technology and learning through Geogebra, which could be especially important for the future development of e-learning for College mathematics. Also, contribution of this paper is presentation of methodological frames on several specifics examples for teaching mathematics at the college level on interactive and creative way. Discussed in this paper are the findings of a didactic experiment where some number of undergraduate students were exposed to an innovative (to the departments) method of teaching and learning a part of calculus supported by GeoGebra. Statistical analysis confirmed the fact that the use of the applets created with the help of GeoGebra and used in differential calculus teaching had a positive effect on the understanding and knowledge of the students