ME357

Introduction to
Mechanical Vibrations

0.0 Course Introduction

Dr J. J. Russell
Mechanical Engineering Bldg
Rm 328
277-1345
jjrussel@unm.edu
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