M2 - Biomechanics

This teaching unit is common to both the CDPI and Biomechanics courses. It is central to any industrial product design process, whether for healthcare or any other field. In this teaching unit, various stakeholders from the socio-economic world will contribute their experience in the field.

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Biomechanics is an interdisciplinary field that has developed significantly in recent years. It covers many fields of application such as sports movement analysis, accidentology, traumatology, orthopedics, biocompatibility of osteoarticular prostheses, functional rehabilitation, diagnostic assistance and management of respiratory and cardiovascular diseases, tissue growth and remodeling, tissue engineering, etc.

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This EU is applied to the "innovative mechanical engineering project." The aim is to give students the tools they need to simulate the creation of a business, based on the product or range of products developed in the innovative project.

This EU is divided into:

course taught by professionals from the world of entrepreneurship

consultations provided by professionals to support students (groups of up to three students) in simulating the creation of their own business.

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This module provides the basic concepts needed to understand the different mechanical behaviors of materials and see how they can be studied using experiments or models. The module will begin with a basic review of continuum mechanics in the Small Perturbation Hypothesis (SPH). The different classes of mechanical behavior of materials will be studied (elasticity, viscoelasticity, plasticity, etc.) as well as the different mechanical moduli (Young's modulus, compressibility, shear modulus, Poisson's ratio, etc.) for all types of materials (metals, composites, polymers, etc.). After studying the links between different microstructures and mechanical properties, we will present the main tests used to characterize the mechanical behavior of materials. The basic concepts of anisotropic elasticity will also be presented (anisotropic elasticity tensors, orthotropy, transverse isotropy). The basic rheological models commonly used to model these behaviors will then be presented, and we will show how their parameters can be identified. The module will end with a presentation of dynamic analysis methods (DMA).

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This teaching unit is common to both the CSIM and Biomechanics courses. It combines skills in the mechanics of rigid solids and imaging. It applies equally to issues in biomechanics, robotics, and many other fields related to motion analysis, such as motion capture for video games. It includes a theoretical component consisting of lectures and tutorials, and a practical component consisting of lab work carried out in conjunction with the UFR STAPS.

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The aim of this course is to prepare students for job interviews by giving them the keys to promoting their past experiences.

This training is based on interview simulation games built on the basis of existing job offers.

Labor law here focuses on analyzing the main rules of the employment contract, in particular the obligations of the employee, the obligations of the employer, and the termination of the employment relationship.

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This teaching unit is an extension of the "Advanced Digital Simulation" module. It is a project module that focuses on the computational aspect, similar to what is done in design offices.

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Chapter 1: Large deformations and numerical processing

Chapter 2: Numerical solutions to stationary and non-stationary problems (elastoplasticity, contact, friction)

Chapter 3: Numerical resolutions in transient dynamics and modal analysis

The courses are supported by practical tutorials, and the practical work is carried out using ANSYS software.

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Biomechanics is essentially based on various mechanical theories (solid mechanics, fluid mechanics, etc.) applied to the study of biological systems. Since the Biomechanics course is open to an audience that is not necessarily expert in mechanics (doctors, orthopedists, physical therapists, etc.), it is necessary to introduce this audience to the basic concepts of rigid solid mechanics. In fact, the human body can be considered, as a first approximation, as a set of body segments (foot, leg, thigh, hip, torso, etc.) articulated with each other. These segments can be modeled by rigid solids in order to study aspects related to the static balance of the body, such as its movements, shocks, and traumatology.  

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Field measurements are increasingly used in engineering, particularly in mechanics. The aim of this module is to present the basics of different imaging methods using image interpretation models of increasing complexity.

We begin by defining the operating principles of imaging devices, then we present some mathematical morphology tools in order to extract statistical information on quantities of a geometric nature.

We then discuss infrared thermography methods using two interpretation models: camera calibration and thermal problem inversion to identify heat sources.

Image correlation methods are finally presented, with an emphasis on the various underlying interpretation models (camera, transformation, optical flow conservation, likelihood criterion).The course ends with a comparison between experimental measurements and a digital model using a finite element model registration method. The theoretical courses are supported by practical sessions that allow students to apply the processing methods and illustrate the influence of the main analysis parameters.

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This teaching unit is of paramount importance in the training program. It involves putting into practice all the knowledge and skills acquired throughout the course, through the completion of a long-term scientific project.

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