48601 Mechanical Vibration and Measurement
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2018 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 48640 Machine Dynamics AND 48660 Dynamics and Control
Recommended studies:
Students are expected to have a well established understanding of the dynamics of particles and rigid bodies. Students should also have a fundamental undertanding of theories pertaining to the vibration of damped and undamped single degree of freedom systems and undamped two degree of freedom systems.
Description
This subject builds upon the fundamentals of mechanical system dynamics and introduces advanced topics in vibration analysis and measurement, and their applications to real engineering problems. Students are introduced to advanced topics in rigid and flexible body modelling and analysis of mechanical systems with both analytical and numerical approaches. Laboratory and project work forms a significant proportion of in-class activities, in which students become proficient in the techniques of data acquisition, vibration testing, measurement, and signal processing. Experimental results are used for modelling the dynamic characteristics of physical systems, and for testing the performance of vibration control and monitoring systems. Case studies are used to show that practical applications to technical engineering problems also need to be considered within a wider social or commercial context.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Explain the concepts and dynamic modelling methods of multi-rigid body systems and flexible body systems through theoretical derivation, explanation, demonstrations and the setting of tasks that exemplify what has been taught |
|---|---|
| 2. | Demonstrate proficiency in obtaining analytical and numerical solutions |
| 3. | Apply skills in instrumentation, measurement and signal processing - through vibration testing for several physical, mechanical and structural systems |
| 4. | Apply the learned vibration theory to solve engineering problems |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following faculty Course Intended Learning Outcomes (CILOs) and Engineers Australia (EA) Stage 1 competencies:
- Apply systems thinking to understand complex system behaviour including interactions between components and with other systems (social, cultural, legislative, environmental, business etc.), which is linked to EA Stage 1 Competency: 1.5 (A.5)
- Identify and apply relevant problem solving methodologies, which is linked to EA Stage 1 Competencies: 1.1, 2.1, 2.2, 2.3 (B.1)
- Design components, systems and/or processes to meet required specifications, which is linked to EA Stage 1 Competencies: 1.3, 1.6, 2.1, 2.2, 2.3 (B.2)
- Synthesise alternative/innovative solutions, concepts and procedures, which is linked to EA Stage 1 Competencies: 1.1, 3.3 (B.3)
- Implement and test solutions, which is linked to EA Stage 1 Competencies: 2.2, 2.3 (B.5)
- Demonstrate research skills, which is linked to EA Stage 1 Competencies: 1.4, 2.1 (B.6)
- Apply abstraction, mathematics and/or discipline fundamentals to analysis, design and operation, which is linked to EA Stage 1 Competencies: 1.1, 1.2, 2.1, 2.2 (C.1)
- Develop models using appropriate tools such as computer software, laboratory equipment and other devices, which is linked to EA Stage 1 Competencies: 2.2, 2.3, 2.4 (C.2)
- Evaluate model applicability, accuracy and limitations, which is linked to EA Stage 1 Competencies: 2.1, 2.2 (C.3)
- Communicate effectively in ways appropriate to the discipline, audience and purpose, which is linked to EA Stage 1 Competency: 3.2 (E.1)
- Work as an effective member or leader of diverse teams within a multi-level, multi-disciplinary and multi-cultural setting, which is linked to EA Stage 1 Competencies: 2.4, 3.2, 3.6 (E.2)
Teaching and learning strategies
Student learning in this subject is facilitated through a combination of online lectures and demonstrations, large classes for two (2) hours comprising instructional and group learning tasks, tutorials for two (2) hours combining computer laboratory activities and tutorial based activities, and practical laboratories involving hands-on learning activities. In-class activities will be responsive to student feedback as a result of undertaking pre-class activities.
Computer laboratory activities provide students with the opportunity to develop their skills in modeling with MATLAB®/Simulink. Students are provided with a number of online tutorials and a tailored instruction guide so that they are able to work on developing fundamental skills in programming and data interpretation. Development is assessed through their application of these skills to major projects.
A number of pre-class activities are provided on a weekly basis that the students are required to complete prior to attending face-to-face teaching activities. This includes (i) video lectures, (ii) suggested readings and other electronic resources from the University Library, (iii) practice problems, and (iv) computer and practical laboratory pre-work. A combination of lab reports, projects, in-class quizzes, online assessments and final exams are used to evaluate student performance. Feedback, including low stakes assessments, is provided to students to gauge their learning progress throughout the session.
Automated feedback is provided each week when a UTSOnline Quiz is completed. Verbal feedback is provided in person during tutorial and laboratory sessions.
Content (topics)
Special subject content may vary from semester to semester as it reflects student background knowledge, needs and interests and style of teacher, but is likely to include:
- Free and forced vibration of multiple degrees of freedom (MDOF) damped mechanical and structural systems.
- Numerical methods such as transfer matrix method and finite element method for vibration analysis of continued systems.
- Sensors often used for measurements of displacement, velocity and acceleration of multi-degrees of freedom systems; and the basics of data acquisition system.
- Theoretical and analytical modal analysis of MDOF mechanical and structural systems; and vibration isolation and reduction of mechanical and structural system.
- Introduction to signal processing including windowing, filtering, spectrum analysis and the use of Labview for data acquisition and analysis.
- Introduction to acoustics, sensors and instrument systems most often used for evaluating noise level of an environment and measures for noise isolation.
- Special topics including vehicle system dynamics, model reduction and modelling of journal bearings and turbo machinery nonlinear vibration.
- Special applications including torsional vibration of vehicle powertrain, vehicle suspension dynamics and vibration of tall buildings
Assessment
Assessment task 1: Week 1 online assessment
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): B.1 and C.1 | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Type: | Quiz/test | ||||||||
| Groupwork: | Individual | ||||||||
| Weight: | 5% | ||||||||
| Length: | 30 minutes | ||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Practical and remote laboratory sessions (three assessments)
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.1, B.5, C.1, C.2 and C.3 | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Laboratory/practical | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 15% | ||||||||||||||||
| Length: | 30 minutes per quiz | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: In class tests (two tests)
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.1, B.2, B.3, B.6, C.1, C.2 and C.3 | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Quiz/test | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 20% | ||||||||||||||||
| Length: | 45 minutes | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 4: Project 1: Modelling and experimental testing of half car test rig
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 3 and 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.1, B.2, C.3, E.1 and E.2 | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Project | ||||||||||||||||
| Groupwork: | Group, group assessed | ||||||||||||||||
| Weight: | 15% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 5: Project 2: Modelling and experimental validation of multi-storey tower
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.1, B.2, B.6, C.1, C.3, E.1 and E.2 | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Project | ||||||||||||||||
| Groupwork: | Group, group assessed | ||||||||||||||||
| Weight: | 15% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 6: Final Exam: Mechanical Vibration and Measurement
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.1, B.2, B.3, B.6, C.1, C.3 and E.1 | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Examination | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Length: | 2 hours + 10 minutes reading time | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
JK Sinha, "Vibration analysis, Instuments and Signal Processing" Taylor and Francis 2015.
This is an ebook avaiilable from the UTS Library, Relevent chapter have been noted in the subject outline.
S Attaway, "Matlab: A Practical Introduction to Programming and Problem Solving" Elsevier 2017.
This is an ebook available from the UTS Library via the ScienceDirect website.
Recommended texts
SS Rao, "Mechanical Vibrations" Prentice Hall 2011.
An electronic version of Chapter 2 is available on the UTS Library website
RC Hibbeler Engineering Mechanics: Dynamics, Pearson, 2010
An electronic version of Chapter 22 is available on the UTS Library website
References
- S. S. Rao, Mechanical Vibrations, 4th Edition, 1078 pages, Prentice-Hall, Upper Saddle River, NJ, 2004.
- S. Rao, Rotor Dynamics (book)
- R. C. Hibbeler Engineering Mechanics: Dynamics, Pearson, 2010.
- National Instruments, Labview Website, http://www.ni.com/
- S. Goldman, Vibration Spectrum Analysis: A Practical Approach, Industrial Press, Incorporated, 1990.
- M. P. Norton, D. G. Karczub, Fundamentals of Noise and Vibration Analysis for Engineers (652 pages), Cambridge University Press, 2003.
- Nuno Manuel Mendes Maia, J.M. Motalvdao e Silva, Modal Analysis and Testing, Springer London, Limited, 1999.
- Robert Bond Randall, Vibration-based Condition Monitoring, Wiley, UK, 2011
Other resources
Lynda.com provides many introductory videos for fundamental training on software. It is accessed via the library website as an electronic resource, search for "Lynda.com" and login with student name and password. Search specifically for "Up and running with Matlab" on Lynda.com.
