2. ABSTRACT
The goal of Michigan Technological University’s Mechanical Engineering
program is to prepare students to become world class engineers. Michigan Tech’s
Mechanical Engineering Program achieves this by adhering to the eleven
objectives stated by the ABET accreditation criterion. Those eleven objectives are
that graduates of the MTU Mechanical Engineering program will have the capacity
to demonstrate:
1. An ability to apply knowledge of mathematics, science, and engineering
2. An ability to design and conduct experiments, as well as to analyze and
interpret data
3. An ability to design a system, component, or process to meet desired needs
within realistic constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability, and sustainability
4. An ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
5. An ability to function on multidisciplinary teams
6. An ability to identify, formulate, and solve engineering problems
7. An understanding of professional and ethical responsibility
8. An ability to communicate effectively
9. The broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
10.A recognition of the need for, and an ability to engage in life-long learning
11. A knowledge of contemporary issues
This is my portfolio of work that I completed at Michigan Technological
University from the dates of September 2013 to May 2015. This body of work
demonstrates my completion of Michigan Tech’s Mechanical Engineering
program’s and ABET’s eleven objectives.
3. Table of Contents:
I. Objective one Page 1
Materials Homework 5
II. Objective two Page 11
Solid Mechanics Torsion Test
III. Objective three Page 32
Enterprise Design Expo Poster
IV. Objective four Page 34
Controls Lab 5
V. Objective five Page 44
Formula SAE Newsletter
VI. Objective six Page 56
Dynamics Forced Response Test
VII. Objective seven Page 72
Order of the Engineer
VIII. Objective eight Page 74
FSAE Maclean-Fogg Fastening Challenge
IX. Objective nine Page 82
Urban Farming Paper
X. Objective ten Page 89
Personal Action Plan
XI. Objective eleven Page 95
2015 Post-grad summer road trip
4. 1 | P a g e
OBJECTIVE 1:
Apply knowledge of mathematics, science, and engineering.
Objective one evidence
Homework 5
Material and Process Selection
Dr. Bruce Pletka
Spring 2015
Description:
This submittal is the 5th
of six homework assignments in MY4800. This class
focused on the Ashby Approach to material and process selection utilizing CES
material database software. The Ashby Approach uses the variables of a particular
problem to find a relationship between constraints and objectives. This assignment
consisted of hypothetical real life optimization problems.
Criterion Reached:
The criterions for objective one are demonstrated throughout this multi-faceted
assignment. The assignment takes fundamental and proficient engineering
knowledge to solve the problems presented.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14. 11| P a g e
OBJECTIVE 2:
An ability to design and conduct experiments, as well as to
analyze and interpret data.
Objective two evidence
Solid Mechanics Torsion Test
Mechanical Engineering Lab
Dr. Ibrahim Miskioglu
Fall 2014
Description:
This submittal is the second MEEM 3000 lab report for the solid mechanics section
of the course. This assignment was to analyze the differences of material properties
in both brittle and ductile materials when subjected to pure shear stress. This
laboratory consisted of two different experiments. Experiment 1 consisted of a
torsion test to obtain material properties while staying within the elastic region of
the material. Experiment 2 loaded the specimens until failure.
Criterion Reached:
This submittal demonstrates a high level of engineering analysis that covers the
criteria for this objective. Step by step, the experiment was designed and conducted
to obtain the correct results and interpretation of the data.
15. Mechanical Engineering Lab MEEM 3000
Solid Mechanics Lab 2
Torsion Test
Dr. Ibrahim Miskioglu
TA: Udit Shrivastava
Due 10/13/14
By. Dan Burg
Lab Partners: Sean Kuchta, Ethan Klaski, Jeremy Hoffman
16. ABSTRACT
The purpose of this lab was to perform a simple torsion test and determine material properties
related to the ductility or brittleness of the sample. A Tinius Olsen torsion test machine and a
computer, along with a strain gauge for one experiment, were used to collect data. Two tests
were done, one turned the specimen to failure, and the other with strain gauges only applied a
predetermined load. A few anomalies were found in the data but was decided they would have
little effect on the final calculations. Shear stress-strain curves were plotted to obtain material
properties. The material properties were compared to published values to determine the accuracy
of the calculations. The strain gauge test shear modulus was identical to the published but both
were twice that found during the failure test. The other material properties correlated to the
published values. The difference in a brittle and ductile torsion failure was observed. Ductile
materials failed under shear stress while brittle failed at a 45o
under tensile stress.
BACKGROUND AND OBJECTIVE(S)
Material properties are important factors to consider in engineering. They can help determine
when a material is appropriate to use, when maintenance is needed, or the life of a part or
component, along with many other uses. The purpose of this test is to conduct a torsion test on
aluminum and cast iron samples and determine important material properties of each, and
compare them.
A torsion test is conducted to determine the shear stress properties of the material. This is
important because these stresses are typically lower values than tension and compression
stresses, and may be a cause of failure. To calculate theses material properties, a torque is
applied and measured with its angle of twist. The shear stress (𝜏𝜏) is calculated using equation 1.1,
the Torque (T) and the diameter (d).
𝜏𝜏 =
16𝑇𝑇
𝜋𝜋𝑑𝑑3
1.1
To find the strain (𝛾𝛾) equation 1.2, the angle of twist (𝜃𝜃), the radius (r), and the length (L) of the
member are needed.
𝛾𝛾 =
𝜃𝜃𝜃𝜃
𝐿𝐿
1.2
Plotting the stress and strain against each other allows various material properties to be obtained.
The Shear Modulus (S) (also known as the Modulus of Rigidity) is the slope of the elastic region
of the curve. The proportional limit be found using the Shear modulus, and is considered the
stress at which the deformation becomes plastic. The modulus of Rupture is the maximum stress
the material can have before failure. The Modulus of Resilience and Modulus of Toughness are also
found from the stress-strain curve. Both are a measure of energy absorbed by the material, where the
resilience is the energy absorbed during the elastic deformation, and the toughness it the energy
absorbed up to fracture. [1]
The materials under inspection are aluminum 2024-T4 and Cast Iron. Aluminum 2024-T4 means
it is limited to 0.20 percent alloy and is the 24 series, T-4 means it is solution treated and
naturally aged. It is typically used in the aerospace industry. [2]
1
17. APPARATUS
A Tinius Olsen Test machine was used to conduct the torsion tests in this lab. Both ends of each
specimen were secured by jaws in the machine, then the machine turned at a specified rate to
apply the force to the piece. The machine was connected to a computer that recorded the force
applied and the movement of the machine. The setup is pictured below.
Figure 1: Tinius Olsen Torsion Test Machine and Computer DAQ system.
A strain gauge was also used for one of the experiments. Below is the schematic of how that
DAQ system was configured.
EXPERIMENTAL PROCEDURES
1. Non-gaged specimen.
a. Record the diameter and length of the necked region
b. Position the specimen into the grips of the machine
c. Measure the length between the grips
d. Zero and balance the machine
e. Begin running the test
f. Begin with the load rate at 20 degrees per min until the specimen has turned 20
degrees.
g. Slowly increase the load rate to 200 degrees per min for the aluminum and 150
degrees per min for the cast iron, until failure.
2. Strain gage specimen
a. Record the diameter of the necked down region
Chuck Controls
Strain gauge Signal conditioner Computer/software
Figure 2: Strain gauge DAQ system layout
2
18. b. Appropriately load the specimen into the machine and attach strain gauges.
c. Connect the strain gauges to the control box.
d. Torque the specimen from 0 to 800 in-lb then to -800 in-lb and then back to 0 lb
e. Record the strain every 200 in-lb of torque
MEASUREMENT/DATA SUMMARY
Initial and final measurements were recorded for each of the specimens for the fracture test. Only
the initial diameter for the test was recorded because it did not deform enough under the applied
load.
Table 1: Initial measurements for the specimens
Material
Initial Diameter
[in]
Final Diameter
[in]
Initial Length
[in]
Final Length
[in]
Chuck length
[in]
Aluminum 0.379 0.371 3.702 3.808 4.119
Cast Iron 0.376 0.374 3.638 3.675 4.155
Aluminum 0.751 - - - -
Minor abnormalities were experienced during the start of the experiment for the aluminum. This
was because of operator error. When the cast iron neared 250 in-lbs of torque a small
interruption in the data appears, this could be because of a slip in the grips or operator error. Both
are determined to not have a substantial effect in the calculations.
Figure 3: Raw fracture plot for both materials
-100
0
100
200
300
400
500
600
700
800
-100 0 100 200 300 400 500 600
Torque[in-lb]
Angle of twist [Degree]
Aluminum and Cast Iron
Cast Iron Aluminum
3
19. The strain gauge data is plotted in the figure below. It shows a linear trend that is expected in the
elastic region.
Figure 4: Raw strain vs twist plot
All data plotted and recorded seemed logical with no serious anomalies, making the data
reasonable to interpret and analyze.
INTERPRETATION AND ANALYSIS
Plotted below is the shear stress vs. shear strain of the strain gauge experiment. The strain gauges
were placed 90 degrees apart at 45o
off the axis of the specimen, so as the specimen twisted the
stresses are pure tensile because a strain gage cannot measure shear. The shear Modulus can also
be determined from this data by finding the slope.
Figure 5: Aluminum torsional stress as a function of shear strain
-1000
-800
-600
-400
-200
0
200
400
600
800
1000
-0.003 -0.002 -0.001 0 0.001 0.002 0.003
Torque[in-lb]
Strain [in/in]
Aluminum strain gauge
y = 3,953,722.61x - 41.83
-15000
-10000
-5000
0
5000
10000
15000
-0.003 -0.002 -0.001 0 0.001 0.002 0.003
Stress[psi]
Strain [in/in]
Aluminum Stress Strain
4
20. The shear modulus of the specimen was found to be 3,953,722 psi. This is undistinguishable to
the accepted shear modulus found on MatWeb of Aluminum 2024 that is 3,950,000 psi [3].
The shear stress-strain curves for both the aluminum and cast iron specimens were plotted using
both the length of the necked region and the distance between the grips. From this, shear
modulus was determined, and then referenced to the published data shown in the table below.
Table 2: experimental and published Shear moduli for Aluminum and Cast Iron
Material Neck Shear Mod. [psi] Chuck Shear Mod. [psi] Published Shear Mod. [psi]
Aluminum 1,600,000 1,777,000 3,950,000
Cast Iron 2,319,000 2,650,000 5,900,000
This was done to determine which length is more accurate to use. The plots to determine this can
be found in the appendix in their respective sections. As the table shows, neither were close to
the published data but the chuck to chuck length was closer. This measurement was then used to
find the material properties using the figure below.
Figure 6: Stress-strain for both materials using chuck length
From this figure, all the material properties were found and populated the table below. The
modulus of rigidity is shown by the black line for the cast iron and the green line for aluminum.
The proportional limit is where that line no longer is the trend line to the curve. The rupture
value is the highest peak value. The toughness and resilience was the estimated calculated area
under the curve.
0
10000
20000
30000
40000
50000
60000
70000
0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45
Stress[psi]
Strain [in/in]
stress- strain (chuck)
Aluminum Cast Iron
Y=1,777,000x
Y=2,650,000x
5
21. Table 3: Calculated material properties of both specimens
Property Aluminum Cast Iron
Modulus of Rigidity (Psi) 1,780,000 2,650,000
Proportional Limit (Psi) 30,000 45,000
Modulus of Rupture (Psi) 61,000 64,000
Modulus of Resilience (lbf*in/in3) 186 360
Modulus of Toughness (lbf*in/in3) 29,000 2,275
Besides the shear modulus, the values found from the experiment was close to the publish data.
The way the specimens failed was expected. Aluminum is a ductile metal and failed under max
shear stress. This is shown from the clean straight cut of the specimen in the figure below. The
brittle cast iron failed, it was due to the max tensile stress. During a torsion, this appears at a 45o
angle and is shown by the helix shape in the figure below.
Figure 7: Aluminum (left) and Cast iron (right) specimens after failure
More images of the failures for both the aluminum and cast iron specimens can be found in their
respective appendices.
CONCLUSIONS
A torsion test of an aluminum rod with strain gauges applied 90o
apart on the specimen and 45o
off axis to ensure pure tensile strain data was collected. From this data the stress-strain curve was
plotted to determine the shear modulus. It was found to be exactly the same as accepted
published data.
6
22. Using data from a torsion test on the cast iron and aluminum, a shear stress-strain curve was
created to determine material properties of the specimens. A curve was made for a length equal
to the necked region of the sample and the chuck to chuck measurement. It was found the chuck
length yielded a closer shear modulus result than the other. This curve was then used to find the
other material properties.
It was also concluded, ductile materials fail with a clean cut perpendicular to the specimen due to
reaching max shear stress. While brittle materials fail due to mas tensile stress, resulting in a 45o
fracture.
7
23. REFERENCES
[1] D. Burg, "Solid Mechanics Lab 1: Tensile Test," Michigan Tech, Houghton, 10/6/14.
[2] Alcoa, "Alloy 2024," [Online]. Available:
http://www.alcoa.com/mill_products/catalog/pdf/alloy2024techsheet.pdf. [Accessed 10 10 2014].
[3] MatWeb, "Aluminum 2024-T4; 2024-T351," 2014. [Online]. Available:
http://www.matweb.com/search/DataSheet.aspx?MatGUID=67d8cd7c00a04ba29b618484f7ff7524&ckck=1.
[Accessed 10 10 2014].
[4] M. T. University, "Laboratory 3: Digital Data Acquisition," 2012.
[5] MatWeb, "ASTM class 40 Standard gray iron test bars, as cast," 2014. [Online]. Available:
http://www.matweb.com/search/DataSheet.aspx?MatGUID=0ddc4db90ca3474d8ee1aa021896f281.
[Accessed 11 10 2014].
8
24. APPENDIX
A) General Test
Material
Initial Diameter
[in]
Final Diameter
[in]
Initial Length
[in]
Final Length
[in]
Chuck length
[in]
Aluminum 0.379 0.371 3.702 3.808 4.119
Cast Iron 0.376 0.374 3.638 3.675 4.155
Material Neck Shear Mod. Chuck Shear Mod. Published Shear Mod.
Aluminum 1,600,000 1,777,000 3,950,000
Cast Iron 2,319,000 2,650,000 5,900,000
-100
0
100
200
300
400
500
600
700
800
-100 0 100 200 300 400 500 600
Torque[in-lb]
Angle of twist [Degree]
Aluminum and Cast Iron
Cast Iron Aluminum
9
35. 32 | P a g e
OBJECTIVE 3:
An ability to design a system, component, or process to meet
desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability.
Objective three evidence
Enterprise Design Expo Poster
Formula SAE enterprise
James DeClerck
Spring 2015
Description:
I created this poster for the Enterprise and Senior Design Expo. This is an annual
event held at Michigan Tech to allow each enterprise and senior design team to
present their projects and what they have been working on. Each team has to
present a formal PowerPoint and a poster to judges looking for importance,
Criterion Reached:
I chose this poster for this objective because it shows the scope of what the MTU
Formula SAE enterprise encompasses, an enterprise I was enormously involved in.
The first year I was on the team I focused on the chassis, structure, and component
design of the vehicle. While my second year I was the Business and Marketing
Team Lead. At some point of time during my tenure at MTU FSAE I encountered
every criterion in this objective.
36. Controls features:
● Driver mounted LCD display
● Adjustable brake bias
● Modular ergonomic cockpit
● CAN bus communication
● “Plug and play” deutsch pin wire harness
What is Formula SAE all about?
Formula SAE is an international student competition
whereby teams establish a fictional company to develop a
formula-style race car. Students produce a business and
marketing strategy to examine the feasibility of a
production prototype for their vehicle. Teams design, build,
and validate the prototype vehicle and compete in a series
of events.
Formula SAE Enterprise promotes the development of its
members by exposing them to all aspects of the automotive
industry, including research, design, manufacturing, testing,
developing, marketing and finances of a production vehicle.
Formula SAE allows students to apply textbook theories and
promote clever problem solving in real world applications.
Competition events
Static Events
● Cost and Manufacturing - 100 pts
○ To consider cost and budget in engineering exercises
● Business and Marketing Presentation - 75 pts
○ Develop a viable business case
● Design Judging - 150 pts
○ The engineering effort to meet demands of other events
● Technical Inspection - 0 pts
○ Required to pass to continue to dynamic events
Dynamic Events
● Skid Pad - 50 pts
○ Measures cornering in a figure 8 course
● Acceleration - 75 pts
○ 75m straight line
● Autocross - 150 pts
○ maneuverability and handling over one lap
● Endurance/Efficiency - 400 pts
○ Evaluate the car’s overall performance and test durability and
reliability during 20 laps with zero maintenance
Current Car: F-194
Business and Marketing Event
● High Bridge Autosport is a startup design company
● The team used the Lean Launchpad methodology to
investigate the viability of a ready-to-race amateur track car.
○ Analyzed customer segment and value propositions
○ Discovered a target market and customer workflow
○ Revenue model analysis
○ Potential return on investment 2016 Competition Car Key Features:
F-315
Production Cost Analysis Event
• Yamaha 499cc Genesis Engine
• Improved CVT Transmission
• Return to 13” Wheel assembly
• Steel tube space frame chassis
• Wind tunnel validated composite body
A total cost and bill of materials for
the F-194 was determined for a
hypothetical 1000 units.
Engineering design decisions were
made to examine the trade off
between performance and cost of
each part and assembly.
Cost of production was reduced by
13.1% from last year’s vehicle.
2014 Competition Results
61st
out of 120 teams
Static Events
● Design - 74th
● Presentation - 57th
● Cost - 57th
Dynamic Events
● Acceleration - 40th
● Skidpad - 64th
● Autocross - 59th
● Endurance - 43rd
Capstone Projects
Engine/Drivetrain Specifications
Horsepower 67 hp @ 11,500 rpm
Torque 38 ft-lb @ 9,000 rpm
Red line 12,500 rpm
Comp. Ratio 12.4:1
Intake Side Entry Cluster
Exhaust SS 2-1
Transmission CVT
Drive Chain
Differential Cam and Pawl
General Vehicle Specifications
Weight 450 lb.
CG 11.2 in.
Engine 499cc Two Cyl.
Forward acceleration 1.0g
Braking acceleration 1.55g
Lateral acceleration 1.35g
Controls/Composites Specifications
Master cylinders 5/8” bore pivot type
Proportioning valve 70/30 (dry), 55/45 (wet)
Rotors 7.35” (187 mm)
Body Carbon Fiber
Chassis/Suspension Specifications
Chassis Alloy 1020
Wheel base 60”
Track width 46” (front), 44.5” (rear)
Chassis weight 73 lb.
Torsional Rigidity 1100 ft-lb/deg
Suspension Type Front Linear Push/ Rear Pull Rod
Static Camber -1° (front) 0° (rear)
Toe settings +/- 0.4°
Formula SAE
Enterprise
3 Year Build Cycle
Our team operates on a 3 year cycle from conception to
competition. The Formula SAE Enterprise is focused on
continuous improvement through iterations of design.
In order to produce a new vehicle every year the
enterprise develops three vehicles simultaneously, each
in a different year of development.
Vehicle Production Cost $12,277.32
Target Selling Price $22,000.00
Average Target Production Volume per year 150
Average Target Annual Profit $1,458,402.00
Cost reductions were significant in:
● Frame and body by 23.4% by returning to a fully steel tube chassis and
eliminating expensive composite structural components
● Wheel Assembly by 30.2% by switching to a 10” from a 13” wheel
Powertrain features:
• Yamaha 499cc Genesis Engine
Calibration
• 3D Printed Intake Manifold
• Continuously Variable Transmission with
student developed complex helix angle
• Cam and Pawl differential
Chassis features:
• 6061 aluminum uprights
• 4130 alloy steel hubs
• Front pull/rear push linkage actuated
suspension
• Removable tubes for CVT serviceability
Team History
Design Event
Since 1994, Michigan Tech has designed, fabricated and
competed a performance vehicle at Michigan International
Speedway. Our team continues to use previous years of
experience to conceive future technologies and to build a
faster, safer, more affordable race car.
E85 Development - Designed and implemented
fuel system capable of utilizing 85% ethanol fuel
blend. Completed full recalibration of engine to
account for fuel properties and mandated 19mm
restrictor.
Exhaust Design - Developed and tested full engine
exhaust system to find compromise between overall
engine performance and competition sound
requirements.
Intake Manifold Design - Optimized air flow
through the engine given competition restrictions
with a newly designed intake using simulation
software then validated with flow benching.
Competition Vehicle Support - Designed and
fabricated a pit cart and push bar to encompass the
entire team’s demands and increase efficiency
during competition.
Modeling and Validation Process - Developed a
modeling process for a space frame tube chassis and
documentation on how to validate it for future
iterations.
37. 34 | P a g e
OBJECTIVE 4:
An ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice.
Objective four evidence
Controls Lab 5
Dynamic Controls
Dr. Mohammad Rastigarr
Spring 2015
Description:
This submittal is lab 5 from the Controls Lab. The objective of this lab was to
develop and validate a dynamic model for a two degree of freedom system. In this
lab the system was two carts connected with a spring on a rack and pinion system.
Criterion Reached:
In this lab, I used hand calculation and FBD modeling to understand the system.
Then used control design techniques and software to simulate the model. My
partner and I used MATlab/Simulink code to create a theoretical control design for
the system, with given parameters, to simulate the carts movements. Then in the
code we operated the cart and tracked its motion.
38. Lab 5: Two Cart System: Dynamic Model Validation
1 Goal
Develop and experimentally validate a dynamic model of the two cart system.
2 Equipment List
Table 1: Equipment
Item Quantity Description
1 1 Quanser UPM-2405 Power Supply
2 1 Two Cart System (connected by a flexible joint)
3 1 Metal ruler
4 1 Dell PC with MultiIO and connector panel
5 2 Encoder cable
6 1 Power cable (6 pin DIN to 4 pin DIN, “1”)
7 1 D/A cable (phono to 5 pin DIN)
3 Introduction
In lab 4, we developed the dynamic model of a single motor-cart system and experimentally validated
it. In this lab you will develop the dynamic equation of a 2 DoF system, where two motor carts are
connected together with a single linear flexible joint (spring). Then, you will simulate the system in
simulink and validate it by performing hardware experiments.
Cart 1 is powered with the help of a DC motor, while cart 2 moves passively and is coupled to cart
1 through a linear spring. These carts move on a linear track with the help of a rack and pinion
mechanism. When the DC motor rotates, it transmits a linear force to the pinion of cart 1 and moves
it horizontally on the track. This eventually moves cart 2. The positions of both the carts are recorded
with the help of encoders, which are calibrated to measure the distance travelled in centimeters.
4 Simulation Configuration
Prior to constructing the Simulink block diagram there are a few modeling parameters and configuration
settings that should be set to ensure proper data management and model construction.
1
39. MATLAB Working Path Directory
Throughout the duration of this course you will be responsible for constructing multiple Simulink models
and scripts. After each experiment has been executed, you will most likely be charged with constructing
plots from logged data and answering questions pertaining to each experiment. In order to ensure you
can construct plots as needed from logged data, you must ensure your working path directory is properly
defined at the beginning of each experiment as follows:
1. Prior to opening MATLAB create a new folder in your local directory named “Lab N” where N
is the current lab number (i.e. 1,2,3...). Once complete you may open MATLAB.
2. Once MATLAB has finished opening, locate the “Browse For Folder” icon ( ), once located click
the icon to open the browse for folder dialog box.
3. After the dialog box has opened, use the navigational fields to locate and select the newly created
folder within your network directory, once located, click the newly constructed folder (“Lab N”)
to select the folder, and then click the “Select Folder” button to make this folder the MATLAB
working path directory.
4. After completing these steps, any files located within this folder are now part of the working path
directory. During the remainder of a lab, as long as you do not alter the working path directory,
any time you use a load, save, or open command, MATLAB should have no issues opening any
required files or models which you will be required to construct and execute.
Solver Configuration
Prior to simulating any Simulink model you should ensure a couple of key parameters are defined, these
key parameters can be altered as follows:
1. In order to change the model solver parameters, you must access the simulations configuration
parameters, this can be done by locating and selecting the model configuration parameters icon
( ).
2. Once the configuration parameter dialog box has opened, locate and click the “Solver” option.
3. Next locate the “Type:” field located under the “Solver Options”, and modify the contents of the
drop down menu such that the Fixed-Step option has been selected.
4. Next locate the “Solver:” field also located under the “Solver Options”, and modify the contents
of the drop down menu such that “ode4 (Runge-Kutta)” solver is specified.
5. Finally locate the “Fixed-Step Size (Fundamental Sample Time):” input field and input 0.002 for
the sample time.
6. With the fields modified, click apply, to apply all changes, and click ok, to accept all changes to
apply the modified model configuration parameters.
MATLAB Data Logging
There are three separate Simulink parameters that control the amount of data recorded during an
experiment or simulation, please follow the directions to alter the data logging parameters:
1. Model Configuration Parameter Data Logging
2
40. (a) In order to change this data logging parameter, you must access the simulations configuration
parameters, this can be done by locating and selecting the model configuration parameters
icon ( ).
(b) Once the configuration parameter dialog box has opened, locate and click the “Data Im-
port/Export” option.
(c) Next locate the “Limit data points to last:” option, and uncheck the checked box.
(d) With this option unchecked, click apply, to apply all changes, and click ok, to accept all
changes. It is very important that you select both apply and ok, failure to select either or
both of the specified options may cause Simulink to issue an error when the user attempts
to execute the simulation.
2. External Mode Control Data Logging
(a) In order to change this data logging parameter, you must access the “external mode control
panel”, this can be done by locating and clicking the “Code” file menu, and selecting the
“external mode control panel” option.
(b) Once the “external mode control panel” dialog box has opened, locate and select the “Signal
& Triggering...” option to open the Signal & Triggering dialog box.
(c) Next locate the “Duration:” input field and tack on a few (4) more zeros.
(d) With this field modified, click apply, to apply all changes, and click ok, to accept all changes
to close out of the Signal & Triggering dialog box. Once the external mode control panel is
again displayed, click the ok button to accept and apply all changes.
3. Scope Data Logging
(a) In order to change this data logging parameter, you must locate any scope which has been
included within your Simulink model, and double click the scope to open the graphical display
for the corresponding scope.
(b) If it is already open locate and click the scope configuration parameter icon ( ).
(c) The “Scope Parameters” dialog box will then be displayed, locate and click the “History”
tab to navigate to the scope data logging parameters tab.
(d) Next locate the “Limit data points to last:” option, and uncheck the checked box.
(e) With this option unchecked, click apply, to apply all changes, and click ok, to accept all
changes. You may also close the scops display.
(f) Any time you add a scope from the Simulink library, the data logging parameter will be
checked, ensure this parameter is unchecked, this will enable you to view the entire signal
for the duration of an experiment.
Simulink Model for Hardware in the Loop
1. Throughout the duration of this course you will be responsible for constructing multiple Simulink
models, which utilize physical hardware (cart, water tanks, gear boxes).
2. Prior to building any model which uses physical hardware, locate the “MultiIO Connector Board”,
and count the number of analog input or outputs.
3. The number of input or outputs corresponds to the board type, a q4 board will have four inputs
and outputs and a q8 board will have eight inputs and outputs. Make note of this value.
3
41. Table 2: Two Cart System Parameters
Parameter Symbol Units Value
Cart 1 mass Mc1
kg 5.42 × 10−1
Cart 2 mass Mc2
kg 4.519 × 10−1
Pinion gear radius rp mm 6.35
Gearhead ratio N n.d. 3.71
Gearhead efficiency ηg n.d. 8.80 × 10−1
Effective Motor armature inertia, includes gear head and pinion Jm kg.m2
5.00 × 10−6
Rolling resistance in bearings under cart 1 B1 N/m/s 4.5
Rolling resistance in bearings under cart 2 B2 N/m/s to be determined
Effective motor damping, includes gear head Bm N/m/s 1.00 × 10−6
Spring Constant Ks N/m to be determined
Motor torque constant Kt
N.m
A 7.69 × 10−3
Motor back emf constant Kb
V.s
rad 7.69 × 10−3
Motor armature resistance Ra ohms 2.60
Motor armature inductance La Henrys ≈ 0
8
48. 44 | P a g e
OBJECTIVE 5:
An ability to function on multidisciplinary teams.
Objective five evidence
Formula SAE Fall Newsletter
Formula SAE enterprise
James DeClerck
Fall 2014
Description:
This submittal is the Fall 2014 Newsletter I wrote to update the sponsors, alumni,
and all interested in knowing what the Michigan Tech Formula SAE Team did
since Spring semester. My intention was to show the accomplishments each sub-
team made and what goals each are working towards. I also intended to show how
appreciative the team was of the sponsors who contributed to our enterprise.
Criterion Reached:
This Newsletter is broken down by each sub-team we had in order to build a
Formula SAE car. Even though, I was on the chassis/structures team my first year,
I had to work with powertrain to discuss packaging and performance. Then, being
the Business Team Lead, I had to coordinate and work with other team leaders to
balance each team’s goals. In a formula SAE team, it is essential to function as a
single team and have the ability to work together with the range of projects it takes
to compete.
49. Fall 2014 Newssletter
The M
would
Michigan Te
like to than
echnologic
nk our spo
Spo
cal Univers
onsors for
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their gene
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ula SAE Tea
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2014 News
calibration
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base-map.
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4 | P a g e
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53. Fall
Chas
At th
F-15
befo
year
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testi
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2014 News
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the semes
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5 | P a g e
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54. Fall
Sim
the
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In a
seni
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inclu
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This
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2014 News
ilar to the
13 inch w
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space fram
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throttle all s
team is lo
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addition to
ior design t
modeling
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wheel asse
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etrain packa
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semester a
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mester to
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and valida
entire outli
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ent designs
w for future
n with great
F315 is an
mbly and
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age.
emester wit
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have this pr
achieve o
ome spring
reviously m
cumenting
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ne map o
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ter efficienc
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suspension
aha Genes
h the desig
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6 | P a g e
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55. Fall
Elec
The
docu
qual
inclu
harn
refe
into
The
also
post
trou
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inco
This
car.
drive
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2014 News
ctrical and
electrica
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ness in th
renced to b
the F-315.
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o being doc
ted in the
bleshooting
enior desig
orporate a C
s system w
The initial
er display
engine co
tem could
uisition sys
ine data.
team has
building a
brake lig
uirements
ctronic com
alled in a 3D
sletter
Controls S
al sub-tea
to create
consistency
D AutoCAD
he F-151.
build the ne
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gn capston
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atiated with
collect all
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d brake ligh
designed to
ompetition
f the brake
ousing.
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working o
that ensur
ocumentatio
f the wirin
ess will b
arness goin
harness
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w for eas
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mation from
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56. Fall
Com
The
rees
as a
betw
reso
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than
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New
194
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curr
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side
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315
whe
and
2014 News
mposites S
composit
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h a much
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previously d
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car. This
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ently being
be a two-p
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terns in G
structed the
cost.
composit
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cars, inclu
eel, impact
seat mold.
sletter
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tes team
as its own s
the chassi
b-teams h
the develo
larger com
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active work
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report det
he car’s sh
ortant addit
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ds have
g prepped to
piece, carb
ponents. A
Grand Rapi
e molds for
es team
omponents
ding a new
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Updates
this year
sub-team af
s team. Th
has alloc
opment of
mplement o
posites tea
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e team.
design repo
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t of compo
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e body. Th
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anks to Van
s they hav
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57. Fall
Sen
This
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and
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proje
sem
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2014 News
nior Capsto
s semester
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closure of
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cific aspect
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5 Developm
haust Desig
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mpetition V
deling and
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and beco
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sletter
one Projec
r marked
ne projects
one that be
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t of the veh
sign project
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st semester
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ts Updates
the start o
s and the
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design p
rototype to
icle.
ts this year
port
Process De
em project
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way for va
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project is t
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58. Fall
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2014 News
onsor invol
FSAE team
nks to 3M,
mfort, and qu
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same room
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rators from
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60. 56 | P a g e
OBJECTIVE 6:
An ability to identify, formulate, and solve engineering problems.
Objective six evidence
Dynamics Forced Response Test
Mechanical Engineering Lab
James DeClerck
Fall 2014
Description:
This submittal is a MEEM 3000 lab report for the second lab in the dynamics
section of the course. Lab one conducted an experiment on the free response of a
single degree of freedom system. This lab focused on the response of a SDOF
system with external force acting on it. My group and I were tasked to analyze a
washing machine’s spin cycle with the imbalance of a load and determine an
acceptable operating speed.
Criterion Reached:
In order to complete the assignment, the criterions of this objective were
completed. To identify the problem, we first had to understand how a forced
response SDOF acted. We did this by calibrating our instruments and running a
pluck test on a surrogate system to find the parameters of the system. Using these I
calculated the theoretical response of the system, and then tested the system at
various outputs to confirm theoretical calculations. This was used to determine the
proper spin cycle speed we were looking for.
61. Mechanical Engineering Lab MEEM 3000
Dynamics Lab 2
Forced Response
Submitted to
Dr. James DeClerck
TA: Ming Cheng
Conducted:
November 17, 2014
By. Dan Burg
Lab Partners: Ethan Klaski, Jeremy Hoffman
62. ABSTRACT
The purpose of this experiment was to determine the safe operating spin speed for a new washing
machine, and determine and recommended changes to the system to improve the displacement.
The maximum displacement the machine can experience during operation is 5 mm. A surrogate
washing machine was set up to measure the acceleration of an unbalanced mass. A pluck test was
first conducted to determine the system parameters. With the system parameters found the
accelerance and compliance plots for the system were made. Then the unbalanced motor was
turned on and recorded acceleration at varying frequencies. This allowed for an accurate
displacement at varying frequency plot to be made and examined. It was found that operating
speeds near resonance peaked passed the 5 mm maximum. It was found that the undamped system
operated under the max displacement when the forcing frequency was less than 498 RPM or more
than 641 RPM. A damper was added to the system and all the tests were repeated. The system
could now operate below 534 or above 546 RPM and still not exceed max displacement. It was
determined that an addition of mass or reduction in stiffness would reduce the displacement
experienced by the system.
BACKGROUND AND OBJECTIVE(S)
The purpose of this experiment was to examine the specification spin speed range for a new model
washing machine. The objective was to find the recommendations for changes to the mass and
stiffness that would increase the acceptable range. The max displacement of the due to the
imbalanced force must not exceed 5 mm for the new machines.
To find the system parameters a pluck test was conducted. From this test, equations 1.1 and 1.2
were used to find the damped frequency (𝜔𝜔𝑑𝑑) and the damping ratio (𝜁𝜁). Log dec was used to find
the damping ratio knowing the cycles (n) and the change in displacement. The damped frequency
was found knowing the time (T) for one period.
𝜁𝜁 =
1
2𝜋𝜋𝜋𝜋
ln(
𝑥𝑥0
𝑥𝑥𝑛𝑛
) 1.1
𝜔𝜔𝑑𝑑 =
2𝜋𝜋
𝑇𝑇
1.2
The natural frequency (𝜔𝜔𝑛𝑛) was determined using the damped frequency and damping ratio.
𝜔𝜔𝑑𝑑 = 𝜔𝜔𝑛𝑛�1 − 𝜁𝜁2 1.3
The natural frequency was then used in equation 1.4 to find the systems stiffness (K) and mass
(m). The damping (c) is then found using equation 1.5.
𝜔𝜔𝑛𝑛 = �
𝑘𝑘
𝑚𝑚
1.4
𝜁𝜁 =
𝐶𝐶
2√𝑘𝑘𝑘𝑘
1.5
Knowing the system parameters, the force due to imbalance (F) is found using equation 1.6 and
knowing the unbalanced mass (m), the eccentricity of the mass (e) and the frequency (𝜔𝜔).
1
63. 𝐹𝐹 = 𝑚𝑚𝑚𝑚𝜔𝜔2
1.6
The following equation are then plotted with the known parameters vs frequency to find the
compliance and accelerance of the system.
𝑋𝑋(𝜔𝜔)
𝐹𝐹(𝜔𝜔)
=
1
𝑘𝑘−𝜔𝜔2 𝑚𝑚+𝑗𝑗𝑗𝑗𝑗𝑗
1.7
𝑋𝑋̈(𝜔𝜔)
𝐹𝐹(𝜔𝜔)
=
𝜔𝜔2
𝑘𝑘−𝜔𝜔2 𝑚𝑚+𝑗𝑗𝑗𝑗𝑗𝑗
1.8
APPARATUS
For this experiment a test stand was used to represent the washing machine. The imbalance in the
washing machine was measured using an accelerometer. A known mass was used during a pluck
test to confirm the system parameters. A voltage supply was used to control the RPM imbalance
of the system. The DAQ system schematic of how the data was collected is shown in the figure
below.
Washer Accelerometer NI Module 9234 NI Chassis Computer
Figure 1: Block diagram of how acceleration was recorded
EXPERIMENTAL PROCEDURES
1. Open the MEEM 3000 labview daq config.vi file and ensure that one channel is turned on.
2. Run the MEEM 3000 labviw Dyn Scope.vi file and set the following parameters
a. Sample Rate at 500
b. Period to 1
c. Bits to 16
d. Range to auto scale
e. Low Pass Filter to 30 Hz
3. Calibrate the accelerometer with the one gee calibrated shaker as previously completed in
Lab 1.
4. Measure the free vibration of the washing machine by performing a pluck test to determine
the mass, stiffness and damping of the system.
5. Measure the free response of the system with a known mass added to validate the
parameters determined in step 4.
6. Produce an overlay plot of the measured and theoretical displacement of the washing
machine.
7. Attach a damper to the system and recalculate the mass, stiffness and damping.
8. Using the provided MASTECH DC power supply provide the washer motor with an output
voltage of 3.0 V and collect a data sample that includes 10-20 peaks.
9. Repeat step 8 with the following output voltages: 3.6, 4.2, 4.8, 5.4, and 6.0 volts.
10. Remove the damper from the washing machine and repeat step 10 to determine the baseline
2
64. for the washing machine.
MEASUREMENT/DATA SUMMARY
The initial measurements included the acceleration from the pluck test of the system. This test was
conducted twice, one as a baseline for the system and the other with a change in mass to confirm
the findings. The unbalanced mass was removed for the second test. This allowed for the system
parameters of mass, stiffness, and damping to be determined. The figure below shows both tests
plotted.
Figure 2: free response of the system
It is apparent that the change in mass was not significant, but there was a slight change in frequency
which will still allow for substitutions in the calculations to be made.
The next test conducted measured the acceleration due the imbalance of the washing machine. A
mass of 0.022 kg with an eccentricity of 0.0076 m was turned at varying frequencies to find its
impact on the displacement of the system. The figure below shows the plot of the system with 3
volts turning the unbalanced mass.
Figure 3: Steady state response of the system with 3 volts.
-40
-20
0
20
40
0.25 0.45 0.65 0.85 1.05 1.25 1.45 1.65 1.85
Acceleration(m/s^2)
Time (s)
Pluck test
Original system Mass Removed
-6
-4
-2
0
2
4
6
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
3 volt w/ damper
3
65. As expected, the system reached a sinusoidal acceleration at steady state. This test was
conducted with and without a damper for the following output voltage settings; 3.0, 3.6, 4.2, 4.8,
5.4 and 6.0 volts, changing the frequency. The additional test plots can be found in the
Appendix.
INTERPRETATION AND ANALYSIS
The initial pluck test allowed the system parameters to be determined. These values were then
confirmed by adding a known mass and using a theoretical overlay plot. The values for the system
parameters are shown in the table below. Detailed calculations can be found in the appendix.
Table 1: Calculated system parameters
Parameters Values
Mass [kg] .495
Stiffness [N/m] 1530.22
Damping [Ns/m] 1.32
Damping ratio .024
Natural frequency [rad/s] 55.60
Using equations 1.6 through 1.7 and the calculated parameters, the accelerance and compliance
for the undamped system was calculated and plotted against frequency. Tests were conducted by
rotating the unbalanced mass at various frequencies and measuring the acceleration. The
acceleration was divided by the force and overlaid on the accelerance plot. The displacement was
divided by the force and overlaid on the compliance plot. These were plotted in the figures below.
These calculations were completed in excel but sample calculations can be found in the appendix.
Figure 4: Theoretical and measured accelerance of the undamped system
0.001
0.01
0.1
1
10
100
1000
0 5 10 15 20 25
Accelerance(1/kg)
Frequency (Hz)
Accelerance vs frequency without damper
Theoretical
Experimental
4
66. Figure 5: Theoretical and measured compliance of the undamped system
As shown from the plots, the experimental results are extremely close to the theoretical curves.
This gives confirmation that the experiment was ran correctly and the parameters were calculated
correctly. This allowed for an accurate estimate of the spin speed range.
To find the spin speed range that corresponds with the max displacement, the undamped
displacement curve was plotted using the system parameters. This was done by multiplying the
compliance by the force. A maximum displacement line at 5 mm was overlaid to find the spin
speed range.
Figure 6: Displacement curve of the undamped system.
As seen in the plot, the displacement exceeds the maximum allowable at resonance. The spin speed
range would need to be outside 8.79 to 10.68 Hz or 498-641 RPM with the way the system is
designed right now. To ensure the resonance peak does not pass the 5 mm max displacement, an
increase in mass or stiffness should be considered.
A damper was added to the system to investigate how it could change the displacement. To do this
the same pluck experiment was conducted to find the new parameters, but keeping mass and
0.00001
0.0001
0.001
0.01
0.1
1
0 5 10 15 20 25
Compliance(m/N)
Frequency (Hz)
Compliance vs frequency without damper
Theoretical Experimental
0.00001
0.0001
0.001
0.01
0.1
1
0 5 10 15 20 25
Displacement(m)
Frequency (Hz)
Undamped displcement
Displacement Max displancement
5
67. stiffness constant. The damped pluck test and new parameters can be found in the appendix. The
repetition of the previous undamped system is shown in the following plots.
Figure 7: Theoretical and measured accelerance of the damped system
Figure 8: Theoretical and measured compliance of the damped system
The experimental data does not match as close to the original data, but still follows the trend as
expected. This could be because the damper increases internal stiffness and mass in the system.
The displacement curve is plotted the same way as before to find the spin speed range for the new
system.
0.001
0.01
0.1
1
10
100
1000
0 5 10 15 20 25
Accelrance(1/Kg)
Frequency (Hz)
Accelerance vs frequency with damper
Theoretical
Experimental
0.00001
0.0001
0.001
0.01
0.1
1
0 5 10 15 20 25
Compliance(m/N)
Frequency (Hz)
Compliance vs frequency with damper
Theoretical Experimental
6
68. Figure 9: Displacement curve of the damped system.
As seen in the plot, the displacement still spikes a little passed the maximum at resonance but is
severely less than before. The new range is smaller than before rendering the damper having a
positive effect on displacement. The new operating range now only excludes 8.9 to 9.1 Hz or 534
to 546 RPM. The same actions as before could improve the displacement or an addition of more
damping could limit the displacement to under 5 mm.
CONCLUSIONS
Initial measurements of a pluck test on a surrogate washing machine was conducted to find the
system parameters. The mass, damping, and stiffness were found.
The frequency of the imbalance mass was changed and acceleration was measured for an
undamped system. From this the acclerance and compliance were made vs the change in
frequency. This allowed for the displacement plot for the system to be made and examined to
determine is changes to the parameters need to be made. It was found that the undamped system
operated under the max displacement when the forcing frequency was less than 498 RPM or
more than 641 RPM. A suggested addition of mass and or decrease stiffness will lower the
amount of displacement the system will experience when near resonance.
A damper was then added to the system and the test was conducted again. It was found that the
increase in damping reduced the amount displacement in the system but still exceeded max near
resonance. The system could now operate below 534 or above 546 RPM. The same suggestions
as before could be made to reduce the displacement.
0.00001
0.0001
0.001
0.01
0.1
1
10
0 5 10 15 20 25
Displacement(m)
Frequency (Hz)
Damped displacement
Theoretical Max Displacement
7
69. REFERENCES
[1] M. T. University, "Dynamic Systems Lecture 2," Forced Response, 2014.
8
70. APPENDIX
A) Imbalance plots with no damper
-8
-6
-4
-2
0
2
4
6
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
3 volt no damper
-8
-6
-4
-2
0
2
4
6
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
3.6 volt no damper
-8
-6
-4
-2
0
2
4
6
8
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
4.2 volt no damper
9
71. -10
-8
-6
-4
-2
0
2
4
6
8
10
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
4.8 volt no damper
-15
-10
-5
0
5
10
15
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
5.4 volt no damper
-15
-10
-5
0
5
10
15
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
6 volt no damper
10
72. B) Imbalance plots with damper
4.37533497 3.81716466
-6
-4
-2
0
2
4
6
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
3 volt w/ damper
-10
-5
0
5
10
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
3.6 volt w/ damper
-8
-6
-4
-2
0
2
4
6
8
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
4.2 volt w/ damper
11
73. -10
-5
0
5
10
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
4.8 volt w/ damper
-15
-10
-5
0
5
10
15
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
5.4 volt w/ damper
-15
-10
-5
0
5
10
15
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Acceleration(m/s^2)
Time (s)
6 volt w/ damper
12
75. D) Pluck test for damped system
-40
-30
-20
-10
0
10
20
30
0.5 0.7 0.9 1.1 1.3 1.5 1.7 1.9
Acceleration(m/s^2)
Time (s)
Acceleration for damped system
14
76. 72 | P a g e
OBJECTIVE 7:
Understand and appreciate professional and ethical responsibilities.
Objective seven evidence
Order of the Engineer
Dr. William Predebon
Spring 2015
Description:
This submittal is the certificate from an event at the culmination of my engineering
career. The order of the engineer event was a banquet for graduating Mechanical
Engineering seniors to be inducted into the Order. At the event there were awards
given out to students and teacher who exemplified the department and the
mechanical engineering profession.
Criterion Reached:
This certificate shows that I take the responsibility of being an engineer seriously
and understand the integrity that is needed to hold up the profession. There were
faculty and professional speakers that helped us reflect on the obligation we have
in society. This certificate is my commitment to act with integrity in all my
engineering ventures.
77.
78. 74 | P a g e
OBJECTIVE 8:
An ability to communicate effectively.
Objective eight evidence
MacLean-Fogg Fastening Challenge
Formula SAE Enterprise
James DeClerck
Spring 2015
Description:
The submittal is a submission to a third party side-competition at the annual
Formula SAE Michigan competition. The competition was put on by MacLean-
Fogg, a world renowned fastener manufacturer. They asked competitors to submit
a presentation in whatever media necessary to communicate a problem that was
solved using a unique fastener solution. This is the presentation I created for the
Michigan Tech FSAE team that won first place for the MacLean-Fogg Fastening
Challenge. It is worth noting I was not involved in the actual project this
presentation is about, that was the work a senior design team in 2014, but rather I
made a presentation of their work. To do this I had to understand what they did by
reading their reports and dissecting the project on the car and presenting it clearly.
Criterion Reached:
This submittal covers the criteria by showing that I have the ability to
communicate complex ideas and projects in an organized, logical, and aesthetically
pleasing manner. I have the capacity to present information familiar and unfamiliar
to me in a rationale and comprehensive way for all viewers to understand.
80. THE PROBLEM
• 2015 car implements a Continuously Variable Transmission (CVT) into existing space frame chassis design.
• Engine placement restricts packaging options for the CVT’s primary clutch
• Removal of primary clutch is not possible with current frame design due to a tube interference
• Removal of the clutch is needed for general maintenance/inspection and ease of engine removal
• The removal of the clutch is required to install custom flyweights for different dynamic events
Fig 1: Iso view of left rear quarter of model
Fig 2: Top view of model
Primary clutch
Engine
Primary clutch Engine
Interference tube
81. THE SOLUTION
• Create a removable tube section to allow for easy removal of the primary clutch
• Allows clutch to be pulled directly off of the output shaft
• Tube-end inserts were designed using:
• A “ruffle chip” connection
• 3/8” bolts fasten both sides through a tapped hole
Fig 4: Ruffle chip tube insert design
Fig 3: Assembled ruffle chip tube inserts
82. THE SOLUTION
Fig 5: Primary clutch in relation to engine and
removable tube (view: front looking back)
Engine
Ruffle Chip Tube inserts
Primary clutch
Removable Tube
Additional Final Assembly Pictures
Fig 6: Side view of final removable tube and primary clutch
Removable Tube
Primary clutch
Ruffle Chip
Tube inserts
83. VALIDATION
• A tensile test was conducted to ensure structural equivalency when compared with standard
fixed tube.
• As expected, failure occurred at the stress concentrator of the ruffle chip valleys and in line
with the bolt hole
• The inserts failed with a 1.5 safety factor above the required force per the rules proving
equivalent performance
Fig 7: Inserts force-displacement curve
Fig 8: Failed insert
84. LESSONS LEARNED
• Creative use of fasteners can add modularity to previously fixed components while attaining
superior performance
• Fasteners should be utilized to ease maintenance and assembly/disassembly
• Fasteners can make tightly packaged components accessible.
• Correct fastener use decreases the complexity of advanced assemblies
85. THANK YOU!
Contact:
Dan Burg, Business Team Lead
dburg@mtu.edu
(651) 707-4182
Involved Members:
Karl Evenson, President
Alex Wells, Chief Engineer
Kyle Ekstrum, Team Member
Cody Kippenhan, Team Member
Jordan Tobey, Team Member
Craig Thole, Team Member
86. 82 | P a g e
OBJECTIVE 9:
The broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and
societal context.
Objective nine evidence
Urban Farming Paper
Global Issues
Dr. Ryan Cook
Fall 2013
Description:
This submittal is a paper I wrote about urban farming for an opinion editorial for
my Global Issues class. I was assigned to create an argument on a global trend and
provide cited evidence to back my claim. This is a five paragraph MLA format
paper.
Criterion Reached:
Even though I had studied abroad at my community college, those courses didn’t
transfer as my Global Issues credit. So, my first semester at Tech, I took this class.
I was not too upset because I enjoyed the class and looking into anthropology and
modern issues. I chose urban farming because of the benefits I see over the current
land use model. I used my two years of engineering schooling to dissect urban
farming and how it is impacting society.
87. Dan Burg
Global Issues UN1025
Ryan Cook
12/12/13
Realities of Urban Farming.
Agriculture is the one innovation that has allowed humans to settle in cities and still
provide food for the growing populous. Agriculture has always been located near the population
hubs due to the ease of providing the goods. In the past century, agriculture has be strategically
separated from the urban areas in the attempt to maximize production. Today, a grass root
movement promoting the return of urban agriculture is happening in cities around the world.
Some believe this new occurrence of urban farming is imposing on other urban development
plans. In this paper, I will explain why I think urban agriculture is appearing, why it will
continue, and what global reasons may be the cause for this.
Prior to the industrial revolution, agriculture was a central focus of urban economies
simply because the food source needed to be nearby for the city to survive (Hodgson 2011). The
new technologies and ease of transportation that came with globalization allowed for farms to be
larger and farther away from population centers. This provided yields unseen before and allowed
the world’s population to grow exponentially. This brings up the question, why is urban
agriculture now being considered again as a means of production? I believe this is because urban
residents see the benefits of farming increasing the vitality of the city. Urban agriculture can
offer health, environmental and economic advantages that make it an appealing movement
(Hendrickson 2012). Urban farming can produce the following benefits. It provides healthy,
cheap produce to the local community. Also, the act of farming in an urban environment limits
88. the use of large machinery, requiring exercise for those involved. It helps reduce the pollution
created by a monoculture system that has to use large machinery to harvest and transport their
crops long distances. Plants also naturally reduce carbon dioxide that is concentrated in city
centers producing cleaner air. The economic impact is the most disputed benefit to urban
agriculture. Urban agriculture has always flourished in economic crisis because it is recession
proof industry but will this recent movement disappear in a strong future economy. Does urban
farming give a continuous economic boost in the long term?
I think agriculture will continue to rise in urban centers regardless of extenuating
circumstances. The argument that the land could be used for other urban development is
becoming invalid as more innovative ways to integrate urban farming with old and new
development is discovered. Green roofs are a great example of how this is expanding. Green
roofs have been around for centuries (Whittinghill 2012), but the integration they have now with
a modern urban buildings and infrastructure is now relevant. Green roofs have shown to be
benefits to city buildings because their ability to manage storm water, conserve energy and
reduce urban heating by providing insulation to the buildings, increase urban biodiversity by
providing habitat for wildlife, and provide space for urban agriculture, along with others (Rowe
2013). All of these benefits will happen indefinitely if kept up. According to the video clip about
Adolfo the farmer, a variety of crops provides longevity to the soil allowing this process to
continue forever. Urban farms are smaller and provide more variety creating an overall better
environment.
So what global events and processes caused the tipping point that will keep urban
farming from going anywhere? Immanuel Wallerstein points out a world system that essentially
says commodities are produced a far distance from their eventual consumption. I believe people
89. realize that this world system theory cannot apply to food production. Agricultural products are
perishable by nature and it takes a lot of energy and effort to use a system like the world system
theory in this case. It makes more sense to have these limited time commodities near the final
market. A consequence of globalization is a disconnectedness to the origins of products people
consume. I think people can overlook this when it comes to nonessential products, but when it
comes to food, people like knowing where it comes from. Urban agriculture provides socio-
cultural significance and reconnect consumers with their food and the environment (Cambridge
2010) which has been lost many places due to globalization.
Urban populations benefit with a healthier diet, environment, and economy when urban
agriculture is implemented into development. They are provided with cheap, fresh produce, and a
city spotted with green areas. Urban farms conserve energy and reduce urban heating making
the city cheaper and more livable. Growing in an urban setting provides a sense of community
which is being lost in a globalized world. The urban community become more connected to the
environment. More integration of urban agriculture with old and new development will barrage
the ever more populated cities with benefits for many years to come.
90. References
To find my argument, I needed to find sources that asked the question of why this was
happening and get a different perspectives. I also wanted to know where this is occurring and
what demographics exists there. This helps me understand more about possible reasons why this
is happening. I then looked for sources that pointed out benefits and problems with urban
farming to determine if it will continue. This lead to my argument that urban farming is the way
of the future and is a necessity for the vitality of cities around the world.
Cambridge J Regions. (2010) Why farm the city? Theorizing urban agriculture through a lens of
metabolic rift. 3 (2): 191-207.doi: 10.1093/cjres/rsq005
http://cjres.oxfordjournals.org/content/3/2/191.full#content-block
I found this article by searching google scholar for the subject. This article explains the
theoretical benefits to urban farming and causes for it happening. This is a peer reviewed
article and the author is in the Department of Geography at the University of California,
Berkeley. This was published in 2009.
Hendrickson Mary K. Porth M. (2012) Urban Agriculture — Best Practices and Possibilities
http://5728452006d458e3e74c-
2f6bef8b2d7e04086879310a43d837d9.r29.cf1.rackcdn.com/Report_UrbanAg_USDN_Oct2012.
pdf
I found this article by googling the subject. The purpose of this paper is to inform the
state of Missouri what works best when it comes to urban agriculture. This report was put
together by the urban sustainability directors, and was conducted by a university of
Missouri extension. This was a report written in 2012.
91. Hodgson, K., Campbell, M. C., & Bailkey, M. (2011). What is urban agriculture? Planning
Advisory Service Report, (563), 9-34. Retrieved from
http://search.proquest.com/docview/860137217?accountid=28041
I found this source on the database ProQuest by searching “what is urban agriculture.”
The purpose of this article is to inform the reader of the past, present and future of urban
farming. It also provides strategies used to improve modern urban farms. This article was
written as a planning advisory service report for the department of agriculture. It was
published in 2011 making it very timely to the subject.
Wallerstein, I. (2010). The modern World-System: theoretical reprise.
This was an article read in class. The purpose of the article was to explain a theoretical
system of how the world operates. There is not much information on the author, it is only
known to be published in 2010.
Whittinghill, L. J., & Rowe, D. B. (2012). The role of green roof technology in urban
agriculture. Renewable Agriculture and Food Systems, 27(4), 314-322.
doi:http://dx.doi.org/10.1017/S174217051100038X
I found this article by researching green roofs on the database Proquest. The purpose of
this article is to give both the pros and cons of urban agriculture and point out the ability
of green roofs to fit in. The author works at the Department of Horticulture at Michigan
State University and this is a peer reviewed article making this a strong authority. This
article was published in 2012 making it recent.
Green.tv (2013) ADOLFO THE FARMER PRESERVES BIODIVERSITY
http://on.aol.com/video/adolfo-the-farmer-preserves-biodiversity-517826187
92. This was a video watched in class. The purpose of this video was to show how a small
time farmer can have a more reliable crops by keeping a variety of species. The author is
unknown, only the website is originally was found. This was first posted in 2013.
Rowe, Brad (2013). Green Roof Research. Michigan State University Board of Trustees.
http://www.hrt.msu.edu/greenroof/index.html
This source was found by googling green roofs. The purpose of this website is to provide
the information found in the research of Michigan State on green roofs available to the
public. This is not published work but is an ongoing research project by 7 professors at
Michigan State University. The assignment started in 2000 but has continued to this day.
This source is relatively reliable because it is information presented of university research
but is susceptible to change because it is not published.
93. 92 | P a g e
OBJECTIVE 10:
Display recognition of the need for, and an ability to engage in
life-long learning.
Objective ten evidence
Personal Action Plan
7 Habits of Highly Effective People
Mary Raber
Spring 2015
Description:
This submittal is the conclusion to the 7 Habits of Highly Effective People
enterprise module. This paper is both a reflection of my abilities of the habits and
my actions I will take to continue to be a more effective person. It is directed at my
post grad life.
Criterion Reached:
The reason I chose this paper is because it lays out a continued plan of action I am
doing after graduation. I think continued learning is a staple of any profession, but
with the rate things change in engineering it takes more effort. It takes a plan of
action to know what is needed to stay at the cutting edge an. This paper is a self-
evaluation and presents actions I will take to continue learning.
94. Dan Burg
7 Habits
4/20/15
Personal Action Plan
After taking the personal assessment provided, I believe it is very accurate for what habits I am
strong and which ones I am working to improve. An important thing I noticed while taking this class was
the habits I was inherently doing in my life but did not realize it. But that being said, I also noticed habits
that would improve my life balance and productiveness.
My strongest habit I noticed was my ability to synergize with people and work with people to
collectively gain together. Habits 4 and 6 were my strongest, and I can definitely see that now that I
know it is considered a habit. This has been something I have felt strongly about for a long time but
never connected it to a habit or something I was actively doing. I attribute this to how I was raised and
the values my parents instilled in me.
I frequently consider how others will feel or the outcomes of my actions have on them. This is
why I am already strong in habits 4 and 6 and in the public victory in general. I believe this is why I have
held various leadership roles and have a lot of friends. I think considerate and compassionate behavior is
a extremely important character attribute, and one that I think is missing from many people's outlook.
I apply public victory habits and specifically habit 4 all the time when I am coaching in the
engineering learning center. When I am coaching, I am very focused on ensuring the student, along with
myself gain the most out of the session. I want them to learn as much about the technical skills and
problem solving as I can teach them, but I also gain a lot about explaining myself and thinking about
problems differently. It is rare that the first time I explain a problem, the student understands it
completely, so I have to think about how another way to look at the problem to correctly solve them.
This usually results in both me and the student growing from solving the problem.
Typically, the outcome is very positive, and both the student and myself feel more confident
about the school work and engineering as a profession. I find it very rewarding to pass the knowledge I
have learned from the hard work I have put in to students who have chosen the same path. This
experience has made me aware of the potential for me to come back to academia after a few years in
industry.
I am working towards building my weaker habits up as well. Two habits I am extremely trying to
build are habit 2 and 3, and not surprisingly I ranked them the worst during my personal assessment. I
have been aware of these weaknesses for a while, but this course has gotten me to start seriously think
about how we can change them.
These have been very difficult to change during this semester because I have been very busy
and with the lack of preparation and poor habits for how to deal with a lot of work in place, it is hard to
change. There were a few times when I really buckled down to start important tasks early and know
what I wanted to do. But as was discussed, habits are easy to make but hard to break and I would slowly
slip back to procrastination.
As the semester ends and I make plans and look forward to starting my career I plan to focus on
my private victory habits. These are not only the weakest habits I have but I think will the most
beneficial I can make for myself to live happily. As the program states that we must conquer private
95. victory before moving on, I want to work on those. Although I think I have a good grasp on public victory
habits, he states that in order to have a fulfilling life the private victory has to be a priority.
In the next 30 days as I transition from a college student to a professional, I want to work on
habit 3 and start putting first things first. This will help me put things in perspective and I feel like that is
the most important to have a successful career. This habit will also help me have an ideal work life
balance. Putting first things first is a strong desire for me because I struggle with doing the things I love
because I didn't finish the small things that I don't enjoy. During college there is always an end date that
can be worked towards but then a fresh start is right around the corner with a new semester or
summer. As I transition to a full time employee, I have to stay on top of things because if they pile up
there is no end of semester that provides a fresh start.
I have started writing down what activities and things I find most enjoyable in life and I know
what I want to work towards, and this will help me know what to put first in my life. I will seek guidance
from my parents that have always been champions of what is important in life. I know I am a hard
worker, and dedicate a lot of time to things I am passionate about, and improving myself is one of those
things. This course has giving me direction and provided definition to habits I have been working
towards, but just could pinpoint what I needed to change. I know that if I want to change what I put first
I will have to utilize organization tools and have a more structured life. Although I strive off new
experiences, I think I can still plan things while being spontaneous.
I have been working since my first year in college to break some of these habits but they have
been lingering as I have not known or had the skills to break them. I now know I have time and drive to
change these before I start my career. I know I can start this over the summer because I have a lot of
time off before I start and am planning a road trip by myself to work on self-improvement and to get in
touch with myself. This will give me time to work on putting important things in life first and making
sure I have things lined up when I start my job.
I will have a fresh start with my new job. A new location, new friends, and new hobbies I plan to
start, and I also plan to live life to fullest by prioritizing the things in my life. Putting first things first is a
the start of living this life.
Work-life balance is something I find extremely important, and I am concerned with how a lot of
American Society does not prioritize it like I think it should be. I think my job has a good atmosphere
that ensures its employees are not overworked. But I think I can make sure of this if I put first things
first.
96.
97.
98.
99. 95 | P a g e
OBJECTIVE 11:
A knowledge of contemporary issues.
Objective eleven evidence
2015 Post-grad summer road trip
Independent
Summer 2015
Description:
This submittal is unique compared to the others being that it didn’t take place in a
class room setting, or associated with Michigan Tech at all. This is a slide show of
my 6 week road trip between graduation and my start date at my job. When I
accepted my position with the US Navy, I was given a start date of July 27th
. This
was perfect for me because of my desire to complete extended trip after
graduation. I decided a road trip from the Twin Cities through the Southwest, up to
the Pacific Northwest and back would be the most reasonable. I like showing off
pictures and talking about my trip.
Criterion Reached:
The reason I chose this as my submittal for this objective is because it shows my
desire, and how I am actively searching to understand the world around me. I think
in order to actually understand contemporary issues, you have to be exposed to
them and seek diverse information about them. This trip was as much about
visiting the natural wonders of the world through hiking and biking as it was about
meeting people, hearing their stories and experiencing life around the US of A.
