Session: Research Posters

Paper Number: 165123

Enhancing Undergraduate System Dynamics Education Through Simulation Software: A Study on Matlab Simulink and Working Model 2d 

The integration of simulation software such as MATLAB Simulink and Working Model 2D into undergraduate System Dynamics and Vibrations courses has proven to significantly enhance students' understanding of complex mechanical concepts. This study investigates the role of these software tools in improving the comprehension and application of key topics in vibrations, including resonance frequency, beat frequency, rotating unbalance, two-degree-of-freedom systems, and damping phenomena. Through dynamic visualizations and interactive simulations, students can better grasp theoretical concepts and bridge the gap between abstract mathematical models and real-world mechanical behavior.

Simulation tools offer students a tangible way to explore the frequency response of vibrating systems. In particular, the demonstration of resonance and beat frequencies through simulations allows students to visualize the conditions under which systems experience large amplitude oscillations due to resonant excitation. By manipulating the system parameters in real-time, students gain a deeper understanding of the underlying physics that governs resonance and beat frequency phenomena, which are often abstract and difficult to conceptualize through traditional teaching methods.

The rotating unbalance simulation presents students with a practical example of the effects of unbalanced rotating machinery on vibration behavior. By observing the relationship between the rotational speed and the vibration amplitude, students can investigate the dynamic response of the system and understand the importance of balancing in mechanical design. This approach to understanding rotating machinery dynamics provides invaluable insight into engineering applications, which is often challenging to convey through theoretical models alone.

Two-degree-of-freedom systems, composed of multiple masses and springs, are also explored through simulation tools. By observing the interactions between multiple masses and springs, students can better comprehend the complexities of coupled oscillations and normal modes of vibration. Simulations allow students to modify parameters such as mass, spring constants, and damping factors, enabling them to explore the effect of these variables on the system’s behavior. This approach enhances their ability to solve real-world vibration problems involving multiple degrees of freedom.

Additionally, students can generate simulations for various damping conditions—underdamped, critically damped, and overdamped systems—and analyze the differences in system response. Through direct comparison of these damping scenarios, students develop a clear understanding of the impact of damping on vibration attenuation and system stability. The ability to observe these behaviors in a simulated environment makes it easier for students to differentiate between the three damping regimes and understand their practical applications in engineering design.

Survey results and exam performance data collected from students who participated in courses incorporating these simulations indicate a marked improvement in their understanding of vibrations. The hands-on experience with simulation software provided a more engaging learning environment and allowed students to interact with the content in ways that traditional textbook learning cannot offer. The data suggests that students who utilized these simulation tools were more confident in their ability to apply vibration theory to real-world engineering problems, leading to improved performance on exams and a greater overall understanding of the subject matter. Consequently, the use of simulation software in teaching undergraduate vibrations courses represents a valuable pedagogical tool for enhancing both conceptual learning and practical application.

Presenting Author: masoud olia Wentworth Institute of Technology

Presenting Author Biography: Masoud Olia received his BS, MS and Ph.D. in the field of mechanical engineering from Northeastern University. He has been teaching since 1984 at different universities such as Northeastern, Tufts and Suffolk universities and working as a professor in the mechanical and electromechanical engineering programs at Wentworth Institute of Technology since 1996. Dr. Olia has taught variety of courses such as Statics, Dynamics, Mechanics of Material, Vibrations and System Dynamics.
He has authored “FE, Fundamental of Engineering Exam”, by Barron’s publishing company. The third edition of his book was published in March 2015 and addresses the new Computer Based test (CBT). This edition has sold many copies on Amazon since March of 2015.
Professor Olia has published many technical papers. Papers include topics in the areas of stress concentration in hybrid composites, dynamics response of adhesively bonded joints and biomechanics. He has presented many technical papers at different conferences.
He has appeared in a WBZ-TV Channel 4 news interview as an expert on the MBTA Newton crash. He has also participated as a science consultant on the WGBH children’s show called “FETCH” in the summer of 2007. Dr. Olia helped the kids with the engineering design process to build and test a truss to protect a cake. The video of this episode on YouTube has over 200K views to date.

Professor Olia has also created over 220 short videos in different subjects/topics which are posted on YouTube which are linked to Learning management system (Brightspace) at Wentworth. He has near 2000 YouTube subscribers.

Dr. Olia has had consulting experience in finite element analysis. He is a registered professional engineer in the state of Massachusetts and has lectured extensively the FE and PE review courses at several universities.

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