ITI Virtual Analysis and Designer (FEM) Syllabus 2026: CAD, CAE, FEA & Official PDF ~ Nitish Atlas

ITI Virtual Analysis and Designer (FEM) Syllabus 2026: CAD, CAE, FEA & Official PDF

ITI Virtual Analysis and Designer – FEM (Finite Element Method) is a modern engineering trade under the Capital Goods and Manufacturing sector. The trade combines engineering drawing, CAD, CAE, 2D and 3D modelling, finite element modelling and engineering analysis.

Unlike a conventional workshop trade, this programme focuses heavily on computer-based engineering design and simulation. Students learn how a physical engineering component can be represented digitally, converted into a finite element model, analysed under defined conditions and evaluated using engineering results.

This page explains the major syllabus areas in a learner-friendly format. It does not reproduce the DGT curriculum word-for-word. The official DGT curriculum remains the authoritative source for detailed learning outcomes, assessment criteria and the complete trade syllabus.

ITI Virtual Analysis and Designer FEM: Course at a Glance

Item	Details
Official Trade Name	Virtual Analysis and Designer (Finite Element Method)
Common Name	Virtual Analysis and Designer – FEM
Sector	Capital Goods and Manufacturing
Trade Type	Engineering
Duration	2 Years / 2400 Hours
NSQF Level	Level 4
Entry Qualification	10th Class examination
Unit / Batch Size	24 trainees
Revision	Revised in 2024, Version 3.0
Approval Year	2024

The official DGT curriculum describes the trade as a two-year CTS programme at NSQF Level 4 and introduces computer-aided engineering, geometric design, modelling, finite element modelling and analysis using CAE software. 2

What Is Virtual Analysis and Designer – FEM?

Finite Element Method, commonly called FEM, is an engineering analysis approach used to study how a component or structure behaves under defined conditions.

In practical CAE work, the designer starts with engineering geometry, prepares the model, creates an appropriate finite element mesh, defines material and element properties, applies loads and boundary conditions, runs the analysis and interprets the results.

The ITI trade therefore connects three important areas:

Area	Purpose
CAD	Create and modify engineering geometry and models.
CAE	Use computer-based engineering tools to analyse engineering problems.
FEM / FEA	Create finite element models and evaluate engineering behaviour.

Major Learning Areas of the FEM Trade

Engineering drawing
Product design and development
CAD fundamentals
2D sketching
3D modelling
Assembly modelling
Sheet-metal design
CAE software fundamentals
Geometry cleanup
Finite element modelling
1D, 2D and 3D elements
Meshing
Mesh-quality checking
Material and element properties
Loads and boundary conditions
Linear static analysis
Advanced structural analysis
Nonlinear analysis
Modal analysis
Thermal analysis
Frequency-response analysis
Post-processing and result interpretation
Engineering documentation
Industry project / OJT

FEM Syllabus: First-Year Learning Areas

The first year builds the foundation from product design and engineering drawing to CAD/CAE modelling and basic finite element analysis.

1. Safety and Engineering Workplace Practices

Students are introduced to safe working practices appropriate to a computer-based engineering environment.

Workplace safety
Computer and workstation practices
Electrical and equipment safety
Ergonomic working practices
Data and file-management discipline
Environmental awareness

2. Product Design and Development

The curriculum introduces the basic process through which an engineering product moves from an idea toward a developed and tested design.

Problem identification
Idea generation
Concept development
Concept selection
Technical specifications
Material selection
Product testing
Quality assessment
Computer use in product development

3. Engineering Drawing

Engineering drawing forms the communication link between design requirements and the digital model.

Basic drawing concepts
Points and lines
Geometric construction
Views and projections
Dimensions
Sections
Component drawings
Assembly drawings
Reading technical specifications

4. 2D CAD Modelling

Students learn to create and modify basic 2D geometry using CAD software.

CAD graphical user interface
Point and line creation
Circle and arc
Ellipse and polygon
Spline
Trim
Offset
Fillet
Chamfer
Move
Copy
Mirror
Array
Dimensioning

5. 3D CAD Modelling

After establishing basic sketches, students progress toward three-dimensional component modelling.

3D modelling interface
Basic solid creation
Extrude
Revolve
Sweep
Fillet and chamfer
Surface-related operations
Editing and modifying models
Design changes

6. Assembly Modelling

Students learn how individual components can be combined into a digital assembly.

Component insertion
Assembly relationships
Basic assembly structure
Exploded views
Assembly drawings
Bill of materials
Geometry preparation for analysis

7. Sheet-Metal Design

The first-year curriculum also introduces sheet-metal modelling and preparation of sheet-metal components for finite element work.

Sheet-metal geometry
Basic sheet-metal features
Assembly components
Sheet-metal meshing concepts
Preparation for analysis

Introduction to CAE and Finite Element Method

CAE stands for Computer Aided Engineering. In this trade, CAE software is used to prepare engineering models and perform analysis.

The basic FEM workflow can be understood as:

Geometry → Cleanup → Idealization → Mesh → Material Properties → Loads & Boundary Conditions → Solve → Post-Process → Interpret Results → Design Improvement

8. Geometry Preparation

Before creating a finite element mesh, the geometry may need to be prepared for analysis.

Importing CAD geometry
Geometry inspection
Geometry cleanup
Removing unnecessary features where appropriate
Mid-surface extraction where required
Preparing geometry for meshing

9. Finite Element Types

The curriculum introduces different types of finite elements and their applications.

1D elements
2D elements
3D elements
Element properties
Element selection according to the engineering problem

10. Meshing

Meshing divides the engineering model into smaller finite elements so that the numerical analysis can be performed.

Mesh generation
Element size
Mesh density
Mesh quality
Free-edge and free-face checks
Element quality criteria
Mesh editing and updating

A finer mesh is not automatically a better engineering model. Mesh quality must be considered in relation to geometry, expected deformation, stress concentration and the type of analysis being performed.

11. Material and Element Properties

Students learn to assign appropriate material and element properties required by the analysis model.

Material identification
Material properties
Element properties
Property assignment
Checking model consistency

12. Loads and Boundary Conditions

A simulation must represent the physical problem correctly. Students therefore learn the basic concept of applying loads and defining boundary conditions.

Understanding the physical problem
Load identification
Constraint definition
Boundary conditions
Checking whether the model represents the intended condition

13. Linear Static Analysis

First-year training introduces linear static analysis using simple engineering components and problems.

Students learn to prepare the model, apply appropriate conditions, run the analysis and inspect results such as deformation and stress-related outputs.

FEM Syllabus: Second-Year Learning Areas

The second year moves from basic analysis toward advanced structural and other analysis methods.

1. Advanced Structural Analysis

The curriculum introduces advanced structural-analysis concepts and special element types used for particular modelling situations.

Inertia relief analysis
Mass elements
Rigid elements
Spring elements
Advanced structural modelling

2. Nonlinear Analysis

Students are introduced to situations where a simple linear relationship is not sufficient to represent the engineering behaviour.

Geometric nonlinearity
Material-related nonlinear behaviour
Nonlinear analysis concepts
Model preparation
Result interpretation

3. Modal Analysis

Modal analysis is used to study natural frequencies and mode shapes of structures.

Natural frequency concept
Mode shapes
Boundary conditions for modal analysis
Model preparation
Result interpretation

4. Thermal Analysis

Thermal analysis introduces the study of temperature-related engineering behaviour.

Temperature conditions
Thermal properties
Thermal boundary conditions
Thermal analysis setup
Interpretation of thermal results

5. Frequency Response Analysis

Students are introduced to analysis of structural response under frequency-related loading conditions.

Frequency concept
Dynamic response fundamentals
Model preparation
Analysis setup
Result interpretation

6. Advanced Engineering Components

The curriculum uses different engineering components and structures as analysis exercises.

Examples include:

Beams
Trusses
Simple frames
Automotive components
General machinery components
Selected aircraft-related components

Post-Processing and Result Interpretation

Running a solver is only one part of engineering analysis. A useful CAE workflow also requires understanding and interpreting the results.

Students should learn to examine outputs such as:

Deformation
Stress
Strain
Reaction forces
Natural frequencies
Temperature-related results
Mode shapes

The objective is not simply to produce a colourful simulation image. The result must be checked against the engineering problem, assumptions, boundary conditions, material properties and expected physical behaviour.

CAD vs CAE vs FEM

Technology	Main Purpose
CAD	Create, modify and document engineering geometry.
CAE	Use computer-based engineering tools to analyse and evaluate engineering problems.
FEM / FEA	Represent an engineering problem using finite elements and numerically analyse its behaviour.

Important Practical Skills for FEM Students

Read and interpret engineering drawings.
Create accurate 2D sketches.
Build and modify 3D CAD models.
Create assembly models.
Generate engineering drawings.
Prepare CAD geometry for CAE.
Clean and simplify geometry appropriately.
Select suitable element types.
Create and inspect finite element meshes.
Apply material and element properties.
Define loads and boundary conditions.
Run appropriate analysis cases.
Inspect solver results.
Interpret engineering outputs.
Document analysis assumptions and results.
Suggest design improvements based on valid engineering evidence.

How to Approach an FEM Problem

A beginner should not start by clicking the solver button. A reliable analysis begins with understanding the physical problem.

Understand the component: Identify its function and operating condition.
Understand the loading: Determine what forces, pressures, temperatures or other conditions act on it.
Prepare geometry: Import or create the CAD model and remove unnecessary complexity where justified.
Select the modelling approach: Choose suitable element types and idealization.
Create the mesh: Generate and inspect the finite element mesh.
Assign properties: Define appropriate material and element properties.
Apply boundary conditions: Represent the physical constraints correctly.
Apply loads: Represent the intended loading condition.
Solve: Run the appropriate analysis.
Check: Review model quality and solver behaviour.
Post-process: Examine relevant engineering results.
Interpret: Decide what the results mean for the component.

Common Mistakes Beginners Make in CAD/CAE/FEM

Creating geometry without understanding the engineering requirement.
Using an unnecessarily complicated model.
Creating a mesh without checking element quality.
Choosing element types without considering the problem.
Applying unrealistic boundary conditions.
Applying loads in the wrong location or direction.
Using material properties without verifying them.
Assuming a visually attractive contour plot is automatically correct.
Ignoring units.
Failing to compare simulation behaviour with engineering expectations.
Changing mesh size without understanding why the result changes.
Reporting simulation results without documenting assumptions.

Industry-Relevant Project Learning

The DGT curriculum includes project work and industry exposure. Practical projects can help students connect CAD modelling with CAE analysis.

Suitable educational project examples include:

Simple beam analysis
Bracket analysis
Connecting-rod modelling and analysis
Piston-related modelling
Simple gear modelling
Automotive component analysis
Machine-component analysis
Simple structural frame analysis

The project should document the geometry, assumptions, material, mesh, loads, boundary conditions, analysis type and interpretation of results.

Assessment and Training Structure

The DGT curriculum divides the two-year programme into Professional Skill, Professional Knowledge and Employability Skills. Each year has 1200 notional training hours, with 150 hours of mandatory OJT or a group project where OJT is not available. 3

Course Component	First Year	Second Year
Professional Skill	840 hours	840 hours
Professional Knowledge	240 hours	300 hours
Employability Skills	120 hours	60 hours
Total	1200 hours	1200 hours
OJT / Group Project	150 hours	150 hours

DGT assessment includes evidence such as practical work, records, viva-voce, assignments, projects, computer-based questions and practical examination. 4

How to Prepare for the FEM Trade

Build drawing fundamentals: Learn to read and create technical drawings before going deep into simulation.
Practise CAD: Create simple components repeatedly instead of learning commands only theoretically.
Understand engineering geometry: Know why a feature exists before modelling it.
Learn basic mechanics: Strength, force, stress, strain and deformation concepts make simulation easier to understand.
Learn meshing properly: Understand element choice and mesh quality.
Study boundary conditions: Many incorrect simulations come from incorrect constraints rather than the solver itself.
Check units: Maintain consistency throughout the model.
Interpret results: Do not simply export contour images.
Document assumptions: Record material, mesh, loads, constraints and analysis type.
Build projects: Complete small engineering components from CAD through analysis.

Future Learning Path After FEM Training

The DGT curriculum identifies progression pathways including industry work, apprenticeship, further engineering education and instructor-oriented pathways subject to applicable requirements. 5

For a learner who wants to continue technically, a useful progression can be:

Engineering Drawing → CAD → 3D Modelling → CAE → FEM/FEA → Advanced Analysis → Engineering Projects

The exact software and engineering specialization can vary by institute, industry and further education pathway.

Official DGT FEM Syllabus PDF

For the complete and auth

🔗 Related Posts:

Nitish Atlas

Find Technical Resources

Translate