ME357
Introduction to
Mechanical Vibrations
0.0 Course Introduction
Dr J. J. Russell
Mechanical Engineering Bldg
Rm 328
277-1345
[email protected]Spring 17
0.0 Course Introduction
1.
2.
3.
4.
5.
6.
7.
8.
9.
Spring 17
Prerequisites
Text
Objectives
Topics
Methodology
Assessment
Outcomes
Learning
Course Outline and Schedule
3
Prerequisites
ME 306 Dynamics
Principles of kinematics and kinetics of particles
and rigid bodies
Math 316 Applied Ordinary Differential
Equations
Introduction to the algorithmic theory of
differential equations: elementary theory of
ordinary differential equations, numerical
methods, phase plane analysis, introduction to
Laplace Transforms
ME 357 = ME 306 + Math 316
Spring 17
Derive equations of motion (ord diff eqs) of
dynamic systems & solve them
4
Recommended Texts
Theory
Vibrations
Balachandran and Magrab
Centage Learning
Applications
Mechanical Vibrations
S Graham Kelly
Schaums Outlines
Spring 17
Other Good Texts
Theory
Mechanical Vibration
Haym Bernoya & Mark Nagurka
CRC Press
Engineering Vibration
Daniel J. Inman
Pearson/Prentice Hall
Mechanical Vibration
William J. Palm III
Wiley
Applications
Fundamentals of Vibrations
S. Graham Kelly,
McGraw Hill
Spring 17
References
Principles of Vibrations,
Tongue,
Oxford
Engineering Vibrations,
Bottega,
Taylor and Francis
Introduction to MatLab 7 for Engineers,
Palm,
McGraw Hill
Spring 17
Objectives (what)
1.
2.
3.
4.
5.
6.
Spring 17
Model dynamic systems and derive equations of motion of
dynamic systems using various methodologies
Select and use appropriate analytical techniques for solving
the equations of the motion
Understand and visualize the predicted motion
Utilize a methodology that progresses from simple models
using closed form solutions, to more complex problems using
MatLab and Simulink, and then to highly complex models
using Working Model 2D and Adams
Design and perform virtual experiments using Simulink,
Working Model 2D, and Adams
Use these tools for open ended design in a team environment
8
Topics (how)
1.
2.
3.
4.
5.
6.
7.
Spring 17
Modeling systems
Derivation of equations of motion of single and multiple
degree-of-freedom systems using Newtons method,
dAlemberts method and Lagranges equations
Free vibration, both undamped and damped
Forced excitation, base excitation, and rotating unbalance of
damped systems
General excitation and numerical simulation using MatLab,
Simulink, Working Model 2D, and Adams software
Free and forced motion of undamped two degree-of-freedom
systems
Free and forced vibration of multi-degree-of-freedom systems
using modal analysis
Methodology (how)
Use the simplest model possible that
describes the desired behavior
1. Model the system & derive equations of
motion
2. Obtain closed form solutions
3. Understand how the variables influence the
behavior
4. Learn how to choose the variables to obtain
a desired behavior design!
Spring 17
10
Methodology (how)
Use general purpose software MatLab and
Simulink to facilitate understanding
Numerical solutions
Explore system behavior (parameter variation)
Design
Use dynamics specific software Working
Model 2D and Adams to model, solve,
understand behavior, and design complex
systems
Spring 17
11
Methodology (how)
Will follow topics in texts but presentation will vary in order and
detail
Can see many examples in Schaums little on theory
Presentations will vary depending on the objective and material
Course notes
Not an excuse not to pay attention add notes
Not an excuse to miss class
Board presentations - incorporate in the notes
Since this is a difficult topic suggest you dont miss class
Class material available at
Spring 17
DropBox
Will receive an email granting you access
PDF of notes by section (color)
Problem sets and solutions
UNM Copy Center bound copy of all notes (B&W) ~$23
12
Assessment
Graded Homework
100
Midterm Exams (2)
200
Project/Final Exam
200/100
TOTAL
500/400
Spring 17
13
Policies
Homework
Due at the beginning of class on the assigned due date.
No homework will be accepted late unless prior arrangements have
been made.
Homework is laid out on a one problem per 1- 2 days and approximately
one problem set per one and a half to two week basis (7-10 problems)
You must start as soon as you receive the assignment. You will not be able to do
all of the problems without help thus making it even more imperative that you
start early.
Dont expect to start the problem sets the day before the problems are due and be
able to finish the assignment.
Note homework is equivalent to one exam
Homework score correlates well with final grade
Spring 17
Problem sets will generally consist of problems that can be worked by hand
and those requiring a computer solution. We will use MatLab, Simulink,
Working Model 2D for these latter problems. We will use Adams to
demonstrate how to model very complex systems.
When using a computer to help solve a problem you should provide a
written solution plus computer code
MatLab, Simulink, Working Model 2D, and Adams are on the ME Pod
computers.
14
Policies
Problem Format
Must use engineering paper
ME357 S17
Spring 17
Problem Set 3
Name
15
Policies
Problem Format (cont)
Box Solution
Spring 17
16
Policies
Exam Policy
Unless otherwise noted all exams are closed book
and closed notes. Will allow an 8.5 x11 single
sided page of self transcribed notes. Exams are
based on the notes, lectures, and homework.
Office Hours
Spring 17
None set aside specifically
Am generally available most of the day
If you wish Ill set times
17
Policies
Text & Notes
Spring 17
I use my own notes. Use any of the
reference texts as an additional source of
material
You are responsible for the material in the
notes even if we dont cover it in class unless I explicitly say you arent
18
Educational Methodology
First lets look at the big picture
Why is the course structured the way it is?
Why do some courses seem much more
difficult than others?
Why is it important to step back and look at
the big picture?
Teaching bottom up vs. learning top down
To address these issues lets look at some
educational research findings
Spring 17
19
Bloom's Taxonomy of
Educational Objectives
In the 1950's Benjamin Bloom examined the question
of how well a person knew a subject.
He discovered that there were different levels of
understanding
In any given subject area he found that it was
possible to classify how well a person knew a subject
area by how that person could use the material in
that area.
Spring 17
For example, the simplest - or lowest - level of knowledge is
when the person can recall and state the facts about the
subject material. The second level is when the person can
explain the subject material to someone else. The complete
taxonomy that Bloom devised is shown next.
20
Bloom's Taxonomy of
Educational Objectives
1. Knowledge Recalling material you have
learned. Remembering facts, principles, steps in a
sequence, etc.
2. Comprehension Understanding the material. At
this stage you should be able to explain what you
know, translate to new forms & symbols and
extrapolate.
3. Application At this stage you should be able to
use the material in new situations, that is apply
concepts, principles, rules, theories and laws to find
solutions to new problems - problems you haven't
seen before.
Spring 17
21
Bloom's Taxonomy of
Educational Objectives
4. Analysis At this level you should be able to break
things apart so that relationships are understood. For
example, you might analyze an amplifier circuit using
what you learn about transistors.
5. Synthesis You should be able to put together parts
to form a new whole. Engineers do this when they
write proposals, design new products, etc.
6. Evaluation Here you should be able to use what
you know about a subject area to make critical
judgments, rate ideas or objectives, and to accept or
reflect materials based on standards. The key skill is
the ability to make judgments.
Spring 17
22
Objectives to Outcomes
Course objectives are designed to cover all
levels of Blooms Taxonomy
Difficult to span from Level 1 to Level 6 in a
single course
Will spend most of our time at Levels 3 and 4
Applications and Analysis
Now will show how Objectives (mine) are
translated into Outcom es (what I expect of
you)
Spring 17
23
Outcomes
1. Model dynamic systems and derive equations of
motion of dynamic systems using various
methodologies
1. Students are able to model mechanical systems using
2.
3.
4.
basic elements of inertia, damping, and stiffness (2.0)
Students are able to derive equations of motion for
single-degree-of-freedom (SDOF) and multiple-degreeof-freedom (MDOF) systems using free-body diagrams
and Newtons Method (2.0)
Students are able to derive equations of motion for
single-degree-of-freedom (SDOF) and multiple-degreeof-freedom (MDOF) systems using free-body diagrams
and dAlemberts Method (2.0)
Students are able to derive equations of motion using
energy techniques for SDOF systems and Lagranges
Equations for MDOF systems (2.0)
Spring 17
24
Outcomes
2. Select and use appropriate analytical techniques for
solving equations of motion
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students are able to solve non-forced homogeneous SDOF linear
differential equations of motion subject to initial values for transient
response (3.0)
Students are able to determine the natural frequencies and mode
shapes of MDOF systems (3.0)
Students are able to solve MDOF linear differential equations for the
initial value undamped response using modal method (3.0)
Students are able to solve SDOF linear differential equation of motion
driven by harmonic forcing for the steady state solution (4.0)
Students are able to solve SDOF linear differential equation of motion
with initial conditions and forcing for the total solution. (4.0)
Students are able to solve SDOF linear differential equation of motion
driven by non-harmonic periodic forcing using Fourier analysis (4.0)
Students are able to solve MDOF linear differential equations for the
undamped forced response using modal method (4.0)
Students are able to solve SDOF linear differential equation of motion
driven by a single impulse or series of impulses
Students are able to solve SDOF linear differential equation of motion
driven by arbitrary forcing using the Convolution Integral (4.0)
Spring 17
25
Outcomes
3. To understand and visualize predicted
motion
1. Students are able to understand
effects of system parameters on
resulting motion by sketching results
2. Students are able to understand
effects of system parameters on
resulting motion by using plotting
routines
Spring 17
26
Outcomes
4. Utilize a methodology that progresses from simple models
using closed form solutions to more complex problems using
general mathematical software, and then to highly complex
models using simulation software
1. Students are able to solve more
difficult problems that introduce
increasing complexity through material
or geometric non-linearities and
greater numbers of degrees-offreedom using MatLab, Simulink,
Working Model 2D and Adams (View
and Vibration)
Spring 17
27
Outcomes
5. Use simulation software for open ended design in a team
environment
1. Students are able to design a system to a
specified set of motion requirements
starting with simple models and progressing
to more detailed models integrating the
tools and methodologies
2. Students are able to document and present
their design in both a written report and
oral presentation
Spring 17
28
Some more on learning
In many courses students find difficulty
in being able to see both the forest
and the trees
Spring 17
Big picture vs. details
Concepts vs. numerical calculations
Educational research has shown this to be
especially true in science and engineering
This course is no exception
29
Conventional Problems
Spring 17
30
Conceptual Problems
Spring 17
31
Course Outline
0.0 Course Introduction
1.0 Introduction to Vibrations
2.0 Modeling and Equations of Motion
2.1 Modeling Using Simple Elements
2.1.1 Inertial Elements
2.1.2 Damping Elements
2.1.3 Stiffness Elements
2.2 Equations of Motion
2.2.1 Newtons Method
2.2.2 dAlemberts Method
2.2.3 Energy and Lagranges
Method
2.3.4 Lagranges Equations with
Constraints
3.0 Response to Initial Conditions Transient
Response
3.1 Single Degree of Freedom System
3.2 Multiple Degree of Freedom Systems
3.2.1 Two DOF Example
3.2.2 Natural Frequencies and Mode
Shapes
3.2.3 Mode Shape Orthogonality
3.2.4 Undamped Response to Initial
Conditions Modal Method
3.3 Unstable Systems Stability
Spring 17
4.0 Response to Forcing
4.1 Single Degree of Freedom
4.1.1 Harmonic Excitation
4.1.1.1 Forcing
4.1.1.2 Base Excitation
4.1.1.3 Rotational
Unbalance
4.1.2 Non-harmonic Periodic Excitation
Fourier Series
4.1.3 Non-periodic Excitation Impulse
Response and Convolution Integral
4.1.4 Laplace Transform Method*
4.2 Multiple Degree of Freedom Systems
4.2.1 Two Degree of Freedom Example
4.2.2 Undamped Response to Forcing
Modal Method
4.3 Numerical Solutions
4.3.1 MatLab
4.3.2 Simulink
4.3.3 Working Model 2D
4.3.4 Adams
* Not covered
32
Schedule
Lesson
Spring 17
Topic
Course Introduction & Introduction to Vibrations- 0.0 and 1.0
Modeling using Simple Elements Inertia 2.1.1
Modeling using Simple Elements - Damping 2.1.2
Modeling using Simple Elements Springs 2.1.3
Modeling using Simple Elements Springs 2.1.3
Equations of Motion - Newtons Method - 2.2.1
Equations of Motion - Newtons Method - 2.2.1
Equations of Motion dAlemberts Method - 2.2.2
33
Schedule (cont)
Topic
Lesson
Spring 17
Equations of Motion Energy & Lagranges Method - 2.2.3
10
Equations of Motion Lagranges Method 2.2.3
11
Equations of Motion Lagranges Method with Constraints 2.2.4
12
Exam I ( Lessons 1-8)
13
Transient Response of SDOF Systems -3.1
14
Transient Response of SDOF Systems -3.1
15
Two DOF Example - 3.2.1
34
Schedule (cont)
Topic
Lesson
Spring 17
16
Natural Frequencies and Mode Shapes - 3.2.2
17
Mode Shape Orthogonality 3.2.3
18
Undamped Response to IC using Modal Method - 3.3.3
19
Total Solution 4.1
20
Steady State Response due to Harmonic Forcing 4.1.1.1
21
Steady State Response due to Base Excitation - 4.1.1.2
Steady State Rotational Unbalance 4.1.1.3
22
Exam II ( Lessons 9-20 )
23
Non Harmonic Periodic Excitation - Fourier Series - 4.1.2
35
Schedule (cont)
Topic
Lesson
Spring 17
24
Impulse Response and Convolution Integral - 4.1.3
25
Forced Response of MDOF Systems Two DOF Example - 4.2.1
26
Forced Response of MDOF Systems Using Modal Method - 4.2.2
27
Numerical Methods - MatLab Workshop 4.3.1
28
Simulink Workshop - 4.3.2
29
Working Model Workshop - 4.3.3
30
Adams Workshop - 4.3.4
36
Quote from a Teacher:
It dawned on me about two weeks into the first
year that it was not teaching that was taking place
in the classroom, but learning.
Sting, reflecting upon his early career as a teacher
(Shaping the Future; NSF publication 96-139)
Spring 17
37
