Mechanical Vibrations Modal Analysis Project with Arduinos (original) (raw)
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2003 Annual Conference Proceedings
The response of an aluminum cantilever beam under harmonic excitation is simultaneously measured using a strain gage, a linear variable differential transformer and an accelerometer, and compared with the real time theoretical response. All data acquisition and analysis is done using a custom built Labview virtual instrument. This fundamental experiment from the vibration area is used at McNeese State University in many different ways throughout the mechanical engineering curriculum. First, it is used in the freshman level Introduction to Engineering course as an example of a typical modern engineering laboratory set up. Second, it is a very popular demonstration used in the sophomore level Strength of Materials course during the discussion of stress-strain relations and how strain measurements are used to derive information about stress. Third, it serves as an example of transducer integration in the junior level Engineering Measurements Laboratory, illustrating operational principles of three transducers and the potential of mathematically deriving the same information from different transducers. Fourth, being a common application described in almost every mechanical vibrations textbook, it serves as a very effective demonstration in the Mechanical Vibrations senior level course emphasizing vibration measurement devices and the agreement between theory and experiment. Finally, it is a moderate difficulty example used in the senior level Virtual Instrumentation course that involves data acquisition, data processing and analysis as well as an elaborate human-machine-interface. Even though students encounter the same experiment in many different courses, each presentation of this experiment satisfies different learning objectives, complements and expands the previous presentation and illustrates the open-ended aspect of quality engineering education.
Vibration analysis of cantilever beam in time domain and frequency domain using Arduino platform
Vibroengineering PROCEDIA, 2019
In this paper, analysis is made in the field of mechanical vibrations using Arduino and MATLAB code. Test was conducted on a cantilever beam to extract the first three natural frequencies. Two specimens made of Aluminium and Mild Steel were considered for the analysis. The frequencies were first determined using experimental setup utilizing Arduino and MATLAB, later verified with the help of two methods: (1) Traditional "strike method" using 8-channel FFT analyser with Data Acquisition System (2) Analytical solutions available in Robert D Blevins for idealized continuous beam model. The results obtained for both specimens through these methods were compared with Arduino MATLAB code and found to be in very good agreement. Hence, in this work an attempt is made with the use of Arduino to extract few frequencies for simple structures which is less expensive, fast and provides reasonably good results and can be a substitute for FFT analyser, which is very expensive and time consuming.
Full-scale Mechanical Vibrations Laboratory
2013 ASEE Annual Conference & Exposition Proceedings
A unique full-scale experimental laboratory was recently developed to improve students' physical understanding of the complex principles presented in mechanical vibrations courses. Rather than creating the typical small scale model with lumped masses to illustrate important mechanical vibrations concepts, a full-scale structure was used to improve the relevance of the experiments so that students can more readily connect the results with the real world. The Bridge House, a one-story building constructed by undergraduate students, is aptly named since it spans a small seasonal creek in the student outdoor experimental construction laboratory located on the California Polytechnic State University, San Luis Obispo (Cal Poly) campus. This structure is ideal for vibration experimentation since it is simple enough for the students to quickly model with hand calculations and computational models, yet complex enough so that the results can be readily applied to an actual structure. Forced vibration testing was employed to excite the building. The goal of the forced vibration testing was to experimentally determine the building's natural frequencies, mode shapes, and damping so that the students could compare their predictions of the dynamic response of the building.
International Journal of Scientific Research in Science, Engineering and Technology, 2022
Natural vibrations are the unforced oscillations of an elastic body that occur at the natural frequency. A substantial increase in vibration amplitude occurs when an object vibrates at a frequency that is equal to its natural frequency, which could cause irreparable harm. Therefore, it is essential to comprehend the natural frequency. In order to predict the natural frequency or free vibration characteristics of a rectangular copper beam that is simply supported and cantilevered, machine learning techniques are used to examine the natural frequency of the beam. Here copper material properties is used to predict, where copper has minimal chemical reactivity, is malleable and ductile, and is an excellent conductor of heat and electricity. An artificial neural network and linear regression algorithm model has been developed to estimate relationship between material properties, angular frequency and natural frequencies obtained by Euler Bernoulli method and Ansys 14.5 software as an output layer. Without the need to solve any differential equations or undergo time-consuming experimental procedures, the proposed machine learning algorithms can predict the natural frequencies. The results show that artificial intelligence (AI) can be efficiently adapted to modal analysis problems of beams. The graph behaviour on the natural frequency from AI is also demonstrated.
Revista Mexicana De Fisica E, 2018
Free licensing software for numerical simulations, mathematics, and spectral analysis were used to explain the vibrations of a system readily available for each student in a classroom: the free beam. Its first free mode was explored analytically and experimentally, as well as using the finite element method. Prior to the course, students were unfamiliar with the usefulness of this kind of software, but after the course the students still use it. To show it, practical cases of students applying these computational tools were included at the end of this paper: a thesis about violin making, and final projects from a course in a master’s degree program. Therefore, it is evident the advantage of supporting explanations in classroom with computational tools accessible for all, and this paper can be used as tutorial for this purpose
Succesful teaching of experimental vibration research
Journal of Physics: Conference Series, 2007
For more than 20 years, master students have been offered a practical training on experimental vibration research by the Structural Dynamics & Acoustics Section of the University of Twente. The basic theoretical knowledge, necessary to attend this practical training, is provided for the Master part of their study and it consists of a series of lectures on advanced dynamics, measurement techniques and the concept of modal analysis. The practical training consists of performing vibration experiments on a well defined simple structure. Use is made of a digital signal processing (DSP) Siglab system, together with ME'scope as analysis tool. In order to guarantee maximal transfer of knowledge toward the participants, small groups consisting of two students are formed. These groups are supervised by an experienced tutor, who intensively monitors the progress of the practical training. It lasts one day and the students have to write down their findings in a report. In order to attend t...
A Modular Approach To Vibrations
2001 Annual Conference Proceedings
An undergraduate vibration course has been presented in a modular form to improve student participation and understanding. The new modular format highlights the key concepts and tools required to perform vibration analysis on both single (SDOF) and multiple degree-of-freedom (MDOF) systems. The traditional approach, placing MDOF late in the semester, emphasizes the SDOF model and leaves the students with an oversimplified view of vibrations. A reorganization of the material found in most vibration texts encourages the students to strengthen their system analysis skills. Module 1 covers the modeling of systems, both SDOF and MDOF. This has been a stumbling block for students thus needing a more focused approach. An early introduction of Lagrange's equations has strengthened students' ability to model complex engineering systems mathematically. Module 2 presents the tools required to carry out future analysis, such as matrix methods, complex notation, and MATLAB. Module 3 encourages physical understanding of the dynamic response of 1 and 2 DOF systems using an air-track demonstration unit. Observing and measuring actual system response motivates the students to understand the upcoming mathematical development. Module 4, the analytical heart of the course, presents free and forced responses for SDOF and MDOF systems. Equations are more easily understood because they correlate to observations made during Module 3. The course ends with Module 5, practical applications. Lack of interest in the subject Modeling concepts, real systems transformed into SDOF/MDOF models Application of dynamic principles to obtain equations of motion Mathematical ability to deal with solution of differential equations Getting lost in the details
Development Of A Mechanical Vibrations Course For Engineering Technologists
2003 Annual Conference Proceedings
A senior-level, elective course in mechanical vibrations has recently been developed for the Mechanical Engineering Technology program at Penn State Erie, The Behrend College. The course has many similarities to traditional vibrations courses offered in Mechanical Engineering programs across the country but it also has some distinct differences. The course is similar in that there is a progressive development of vibration theory from the natural response of singledegree-of-freedom systems without damping to the forced response of multiple-degree-offreedom systems with damping. The course is different in that there is a lab component and that there are course objectives on vibration measurement, practical vibration suppression techniques, and computer simulation. These similarities and differences exist to support the role of the engineering technologist working in the field of vibrations or simply encountering vibration problems in general mechanical design and analysis. This paper will discuss further the similarities and differences to traditional vibrations courses, course goals and their relation to Mechanical Engineering Technology program outcomes, student evaluation of the course value and effectiveness, and plans for continuous improvement. It will also discuss current laboratory activities, the selection of textbook and laboratory manual materials, and vibration laboratory equipment needs. Since engineering technologists are often involved in the acquisition of vibration data such as in preventative maintenance programs, topics such as transducer characteristics, advantages, and
A laser-based contact less displacement measurement system is used for data acquisition to analyze the mechanical vibrations exhibited by vibrating structures and machines. The analysis of these vibrations requires a number of signal processing operations which include the determination of the system conditions through a classification of various observed vibration signatures and the detection of changes in the vibration signature in order to identify possible trends. This information is also combined with the physical characteristics and contextual data (operating mode, etc.) of the system under surveillance to allow the evaluation of certain characteristics like fatigue, abnormal stress, life span, etc., resulting in a high level classification of mechanical behaviors and structural faults according to the type of application. Smart sensors or latest generation sensors are now use for vibration measurements. Where the first generation sensors are piezoelectric accelerometers, second generation sensors are modification of piezoelectric accelerometers and latest are the smart sensors. Third-generation smart sensors use mixed mode analogue and digital operations to perform simple unidirectional communication with the condition monitoring equipment.