Interactive microsimulations as a pedagogical tool in teaching Solid Mechanics

Abstract

This article addresses the implementation of an interactive web platform of microsimulations for teaching solid mechanics, developed with Python and aimed at engineering students. This educational tool responds to the persistent challenges in understanding abstract concepts in mechanical phenomena such as torsion, tension, bending, among others. Unlike the traditional paradigm that requires high-cost specialized software, advanced mathematics, or state-of-the-art equipment for engineering simulation, this work proposes an approach of lightweight and accessible "microsimulations" developed with widely available programming languages like Python and tools for sharing applications online such as Streamlit. This approach democratizes both the use and development of interactive educational resources, allowing institutions to implement effective virtual laboratories without requiring large investments in material or personnel resources. The research stems from the need to complement theoretical teaching with practical experiences that allow visualization of internal mechanical processes, ordinarily invisible to students. The developed platform operates as a virtual laboratory that allows real-time manipulation of parameters, generating an immediate understanding of cause-effect relationships in the behavior of materials under various loading conditions. Methodologically, the pilot consists of four main modules: (1) a torsion simulator for analyzing shear stresses in elements subjected to torsional moment; (2) a tension simulator that visualizes elastic-plastic behavior and constructs stress-strain diagrams; (3) a bending simulator that analyzes stress distributions and deformations in beams; (4) an indeterminacy generator that solves hyperstatic systems using compatibility and superposition methods; and (5) a Morh circle constructor. The simulators are being validated through comparison with analytical solutions and commercial software, confirming their accuracy for educational applications. The modular architecture of the system allows for future expansion and updating according to specific curricular needs. The article proposes an implementation plan in Solid Mechanics courses, with an evaluation methodology that will measure: (a) changes in conceptual understanding through comparative assessments; (b) impact on student motivation through structured surveys; and (c) development of engineering intuition, by allowing students to explore extreme scenarios or limit cases difficult to reproduce in physical laboratories. The article also details the implemented pedagogical strategies, including: guided discovery exercises, parametric analysis projects, and simulation-based design activities. It discusses how these microsimulations constitute an effective bridge between abstract mathematical foundations and their practical applications in engineering. This project represents a contribution to the modernization of teaching in mechanical engineering, democratizing access to practical experiences and fostering a deeper and more intuitive learning of the fundamental principles of solid mechanics.