Dynamic Modeling And Analysis Of A Crank Slider Mechanism

Abstract

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 1566 Dynamic Modeling and Analysis of a Crank Slider Mechanism Abhijit Nagchaudhuri University of Maryland Eastern Shore Princess Anne, MD 21853 Email : [email protected] Abstract Several commercially available software tools can be utilized for enhancing design and analysis tasks related to mechanisms and other dynamic systems. This paper delineates the results from a pilot independent study performed by junior level engineering undergraduate students. The study includes development of free-body diagrams and kinetic diagrams of individual components of the crank slider mechanism, development of nonlinear differential equation of motion of a crank slider mechanism driven by a DC (direct current) motor, and motion simulation using software programs. Standard numerical analysis techniques using MATLAB and the virtual prototyping environment provided by WORKING MODEL software are used. Students involved with the project have expressed enhanced understanding of the subject matter with the integration of the software tools. As expected, both simulation environments yield similar results, however, the visual display of the motion using WORKING MODEL provides an excellent correspondence between the abstract mathematics and a realistic animation of the physical reality. The success of the project and student feedback suggest that integration of these software tools will be beneficial for improving student performance in the Dynamics course that all mechanical engineering undergraduates have to undertake. I. Introduction Computer simulation of dynamic systems is a valuable tool for engineering analysis and design. It allows for active experimentation, design modification, and subsequent analysis without investment in raw materials and supplies. The ’chalk and talk’ style of teaching and instruction attempts to transmit knowledge from the teacher to a passive recipient. There is a growing awareness among engineering educators that while this style of instruction is suitable for teaching engineering analysis it has some limitations when it comes to nurturing creativity, synthesis and engineering design1. Therefore, a prudent combination of teaching by lectures and active learning techniques are perhaps the ideal way to enhance student comprehension and creativity. Modern simulation software provides an efficient way of involving engineering undergraduate students in the active learning process. The reform movement in engineering education inspired by Engineering Criteria 2000 (EC 2000) of Accreditation Board of Engineering and Technology (ABET)2 is consistent with this approach. It is attempting to integrate a continuous improvement cycle (Fig 1) with an experiential learning cycle (Fig 2) within engineering education3.