Strength of Materials or the mechanics of deformable bodies is the part of mechanics which deals with the study of and the relationship between internal forces and deformations arising in real bodies and their changes in shape and size in relation to loads acting on them, their linkages and the physical properties of the material they are made of. In general, Resistance of Materials Engineering provides the foundation that will allow us to, together with the conditions of stability and balance, calculate and project work or elements of machines, determining their size or verifying that they are well designed and are suitable for their proposed objectives. This is why we can distinguish two perspectives in the scope of this subject; firstly the problem of sizing and secondly, checking. The study of scientific-technological areas must have the characteristic of providing practical results, so it gives students the opportunity to test the usefulness of the course in solving everyday problems in the practice of engineering. It is important that the teacher uses this to obtain maximum attention and interest of students [2]. The study of the strength of materials can not be done in isolation, but must rely on knowledge of mechanics and be related to the study of elasticity. The difference between the theory of elasticity and strength of materials is primarily focusing on the problem, as the theory of elasticity is based on more accurate approaches which means we can dispense with some simplified assumptions adopted by Strength of Materials. The subject of elasticity and strength of materials (ERM) is usually given during the middle years of the degree. It is a compulsory subject in most engineering degrees, as well as in architecture, agronomy, etc. The vastness of the subject, the assumptions that simplify every problem and sometimes the lack of practical experiments that support the accuracy of the theoretical analysis, provoke insecurity, lack of student motivation and lack of critical thinking, which are essential for an engineer [4]. To remedy this lack of motivation, insecurity and critical spirit, we propose the creation of a working group. The work is to analyze the stress state of a real piece comparing the results of three methods of analysis. The first method would be theoretical analysis, the second and third experimental analysis and numerical analysis. The variation in results obtained by each method will promote discussion and analysis of the reasons for these results. The choice of the piece is important because a very complex piece would be beyond the bounds of the subject, and a very simple piece would not produce a significant variation in results. The teaching experiment was performed with the participation of four teams or groups of student volunteers [8]. To test whether the introduction of this work in the subject generates a positive educational outcome, we have conducted a student survey, focusing on three aspects: the acquisition of knowledge, increased motivation and the importance of the course for a future engineer. This survey provided very different results between students who have participated in the project and those who have not. The students who took part in the 3-part analysis felt able to discuss any real part of the subject and the others have much less understanding of the subject. Students in the surveys on the teaching of the real life problems give the impression that they have not achieved the main objectives.