Enhancing The Learning Experience Using Simulation And Experimentation To Teach Mechanical Vibrations

• Published in: Association for Engineering Education - Engineering Library Division Papers p. 12.675.1
• Main Authors: El-Sayed, Aziz, Esche, Sven, Chassapis, Constantin
• Format: Conference Proceeding
• Language: English
• Published: Atlanta American Society for Engineering Education-ASEE 24.06.2007
• Subjects: Computer simulation; Control equipment; Curricula; Engineering; Engineering education; Experimentation; Forced vibration; Graphical user interface; Laboratories; Learning; Mechanical engineering; Multilayers; Nanotechnology; Personal computers; Remote control; Resonant frequencies; Software; Software packages; Stainless steels; Students; Textbooks; Vibration analysis; Virtual reality

Mechanical vibrations represent an important subject in mechanical engineering. This paper describes a simulation-based online laboratory that was developed to assist students in understanding the concepts of mechanical vibrations in the context of practical engineering applications. This system was designed with a flexible multi-layered graphical user interface, and it can be used to illustrate the physical phenomena of vibrations in a visual manner. It comprises interactive applications, virtual experiments, and auxiliary tools for instruction. Examples from real engineering systems provide the missing link between the theoretical concepts and the real engineering world, thus helping the students to capture the essential aspects of the problems in a mechanical model, making reasonable simplifying assumptions, and reducing this model into solvable problems such as single-degree-of-freedom free and forced vibrations. In addition, the remote control of real instruments through the Internet was integrated into the vibration laboratory experience. Five categories of learning style models have been recommended in the educational literature1,2,3: sensing/intuitive, visual/verbal, inductive/deductive, active/reflective and sequential/global. Most textbooks and classroom teaching are intuitive, verbal, deductive, reflective and sequential, but this environment does not meet the needs of the second-tier students who are sensing, visual, inductive, active and global learners. Engineering educators have been reshaping the engineering curricula to respond and adapt to the ever changing nature of engineering practice where engineering is becoming more global, interdisciplinary and influenced by other disciplines such as computer science, information technology, nanotechnology, economics, etc. Some of the goals of these curriculum changes are to prepare students for a path of life-long learning and to get them involved in the communities where they live. Self-learning environments are becoming increasingly important. They allow students to reach targeted levels of understanding and skill sets without incurring too great a demand for staff time. They include text documents containing theory and explanations, sometimes hyperlinked to interactive physical models, animations, video, diagrams and others. Computer programs that perform calculations can give the students insight into problems that are not discussed in class, except in very specialized courses. Linking complex theory and equations to numerical and animated graphical results increases understanding and information retention.4 For instance, software packages such as LINCAGES5 and SAM6 are available for the analysis and synthesis of planar mechanisms. A PC-based vibration simulator for determining the first two natural frequencies and mode shapes of two stainless steel rulers was developed.7 However, these and similar software packages could be characterized as providing advanced analytical functionalities 1