National Conference on Advances in Mechanical Engineering 2011, 03 – 05 January, 2011

Virtual instrumentation for visualization of vibration and its control

A new approach for online laboratories

Prashant Kumar Tripathi, K.V Gangadharan

Department of Mechanical Engineering
National Institute of Technology Karnataka, Surathkal
Mangalore, India
E-mail: tripathi.john@gmail.com

Abstract—Teaching vibration and its control often
presents a challenge to academics as these subjects are
perceived as very theoretical with much formulation and
subtle concepts. Now remote laboratories have appeared
as a next option. These laboratories are similar to
simulation techniques in which they require minimal
space and time as the experiments can be rapidly
configured and run over the internet. In this research,
vibration simulations and FPGA based vibration control
of a mass varying two-degree of freedom system is
developed to motivate students in learning and assist
students to grasp difficult concepts. Demonstrations in
remote labs incorporate both software simulation and
physical model of dynamic systems. While physical
model provides a concrete example, computer
simulations allow the exploration of “what-if” scenarios
and greater meta-cognitive activities. Unlike simulations,
they provide real data.
Keywords- Vibration; Vibration control; remote labs; FPGA
(Field Programmable Gate Array);
I INTRODUCTION
Practical skills are of high importance in tertiary
engineering and science education. During practical sessions
students test and apply their theoretical knowledge in
practical situations. They also develop hands-on skills
essential for graduates to be successful in their future
professional career. New technologies developed over the
past two decades have enabled practical laboratories to be
complemented and to some extent replaced with virtual and
remote laboratories. A virtual instrument consists of a
computer equipped with powerful application software,
cost-effective hardware such as PC plug-in boards, and
driver software, which together outperform the functions of
traditional instruments for test and automation. Virtual
instruments represent a fundamental shift from traditional
hardware centric instrumentation systems to software-
centric systems that exploit the computing power,
productivity, display and connectivity capabilities of
modern-day computers [1]. In this research virtual
instrumentation concept is used for developing the real time
experiments for visualization of vibration and its control.
Several researchers have investigated the use of computers,
specifically simulation and visualization technology, in
education. Foley had shown that computer simulation and
visualization can be very effective in enhancing student
learning if the interface is based on education research [2].
Foley’s study for middle school students learning
thermodynamics also concluded that visualization tools
facilitate understanding and retention of key concepts.
Simulation programs also allow complex systems to be
quickly and easily modeled and can be adapted to many
different learning styles [3].
Computer simulation is developed by authors to
explore the basics of vibration by visualizing the graphs
obtained after user inputs and user is asked to read the data
from graph and apply basic concepts like logarithmic
decrement and half power bandwidth method to obtain
damping ratio.
One topic with which students struggle is the modal
response of multi-degree of freedom (MDOF) systems:
Although many students can accept the mathematical results
of an eigenvector solution; most leave without a physical
meaning for any of the numbers obtained in the process. The
demonstration is done after the mathematical formulation
for determining modal properties is presented and the use of
these properties to find the forces response of a system is
discussed.
II. IMPLEMENTATION OF DEMONSTRATIONS
Demonstrations can be very effective at engaging students,
generating interest in a topic, and enhancing student
learning. A key component to an effective demonstration is
active student engagement throughout the entire process.
This means students are involved in discussing the purpose
of the demo; predicting what will happen during the demo,
discussing who developed theories to help us understand
what happens during the demo; and comparing observations
to predictions, as opposed to simply passively watching a
demonstration. This is only possible when students have
free mind set and enough time to understand the concept
through visualization of vibration by going through the
simulation and perform real time experimentation through
internet. Accordingly, the system should also have
capability to perform different experiments on same setup.
The system developed in this research has the capability to
show five different experiments related to vibration,
vibration control and virtual instrumentation.

Department of Mechanical & Manufacturing Engineering, MIT Manipal

 National Conference on Advances in Mechanical Engineering 2011, 03 – 05 January, 2011

A. Physical Demonstration damping was also studied. This system is also used to
The physical components of the demonstration are shown in perform different real-time control experiments where in
Figure 1, where a motor provides a harmonic motion to the several techniques and algorithms such as Implementation
two-dof spring-mass system [4]. As the frequency of the of sensors, PWM generation, and level sensing techniques
motor is changed, the two mode shapes can be excited and and look-up tables for the outlet flow rates as the height
physically demonstrated online through virtual graphical varies have been studied and documented.
user interface with real time video broadcasting of the
experiment. This demonstration does an excellent job of
helping the students tie-up loose ends, understand the
concept of a mode-shape, & also has the advantage of
introducing topics such as vibration isolation, tuned-mass
dampers, etc. (mass can easily be added to one or both
tanks).
System Configuration
The system setup consists of the following:
• CompactRIO 9012
• NI C Series module (NI 9505,NI 9477,NI 9215)
• Laser pick-up (L-GAGE model LG10 series)
• Universal motor(either AC or DC power)
• Two Solenoid Valves
• Two Small Submersible pumps
Sensors and data acquisition are very much important for
measurement or feedback in control. Actuators are used to
Figure 1. Virtual lab for MDOF system
regulate the process according to feedback from the sensors.
In this project two solenoid valves and two small
submersible pumps were used to control water flow in
tanks. A universal motor was used to produce disturbance at
primary system. Control of these valves and pumps was
done by NI (National Instruments) CompactRIO 9012
shown in Figure 2, with different NI modules. NI 9505 was
used for motor speed control by PWM (Pulse Width
Modulation) generation, NI 9477 is used for digital output
to control pumps and solenoid valves and NI 9215 is used
for analog input from the laser pickup which acts as
feedback element in measuring the amount of vibration and
in turn helps in assessing the RPM of the motor.
The system has been designed to effectively demonstrate the
capability of mass variable tuned damper for wide
frequency application. For changing the mass of systems,
specially designed water containers with controllable inlet
and outlet flow has been used. The inlet flow to the
containers was controlled by pumps and outlets were Figure 2. cRIO 9012 With NI C Series module (NI 9505, NI
controlled by solenoid valves. All valves and pumps were 9477, NI 9215).
controlled by a cRIO (Compact Reconfigurable Input
B. Computer Simulation
Output) with on-board FPGA. cRIO with FPGA enables the
designer to implement various control algorithms that can Although very powerful, there are limitations of physical
be used for real time wide spectrum vibration control. demonstrations. Students cannot easily explore “what if”
LabVIEW with real time suite was used for algorithm (We do not have the ability to vary length, stiffness and
implementation and device control. A variable speed motor mass, etc. of a beam over a large range of values.
with an unbalance mass provides excitation to the two-dof Furthermore, the connection with their mathematical results
system under consideration. Mass variation has been is not obvious (an analysis results in an equation; a
achieved by varying the water level in the container hence demonstration shows how the objects move; but what does
the effect of water in the system towards modifying the the graph look like?). Computer-based materials can allow
characteristics of the system was also studied. To avoid the students to exercise their higher-level thinking skills
sloshing in the tanks, a floating roof was used. Its effect on (Analysis, Synthesis, and Evaluation). The authors have
collaborated in the development of a dynamics simulation

Department of Mechanical & Manufacturing Engineering, MIT Manipal

 National Conference on Advances in Mechanical Engineering 2011, 03 – 05 January, 2011

software package that has the power and flexibility to adequate measures have been taken to narrow the analogy
handle the model systems normally encountered in a course between the water levels assigned through a program
in dynamics in order to address these issues. This software command and the actual levels that are being achieved . The
gives the student the ability to build, tune, simulate and error should be minimal.
evaluate a model all within a single environment. The For this specific purpose, the mass flow rate of the pump
software developed provides a “construction set” that was calculated. The programming was done in such a
students can plot their own graphs of dynamic models and manner that it gives a synchronism between the varying
run them to observe their performance. This program is mass and on- time of the pump. So, the time taken by the
interactive and can be used in the classroom for water to reach the inlet of the tank from the water source
demonstrations, in the laboratory for guided use, and on also calculated to eliminate further delays. The scenario is
student’s own computers for experimentation and to different in the case of outflow. The water outflow depends
complete assignments. [5]. on the height of the water and there is no linear relationship.
After the physical portion of the demonstration is Hence the outflow rate was measured at every 5 mm
completed, the simulation software is started, and the reduction in height and the results were tabulated in 1-D
corresponding one-degree of freedom model is created with lookup table using LabVIEW. Block diagram made by
the class. As the appearance of the simulation model is the using LabVIEW can be seen in Figure 4. For this system a
same as that of the models used in textbooks and board 2-D lookup table was made, after collecting all the data,
examples, the framework forms the bridge between the some qualified data has been chosen for putting in control
physical system and the analytical models found in table. All qualified data was given in lookup table. When
classroom settings. Now the dynamic response of the this program will run the output data was chosen according
system can be shown under a range of dynamic conditions: to the motor speed (on X-Axis) and bottom water height (on
varying initial conditions, external forces, or support Y-Axis).
motion. As the last variation most closely matches the
physical demonstration the students will have just observed,
it is the first simulation shown. During this process, active
discussions with the students include modeling limitations
as well as what variables will be used to measure the
response. As the physical demonstration does not come with
a set coordinate system, the fact that this is a choice in the
modeling process becomes more transparent. The software
provides options for a variety of graphs to be generated in
real-time (see Figures 5 and 6). These graphs provide a
convenient bridge between dynamic behavior and the
equations resulting from dynamic analysis. Students are
relatively more experienced relating equations to graphs.
The ability to connect what they see to a graph enables them
to close the gap between what they see and what the
equations show them. Figure 5 illustrates the screenshot for
the simulation of the 1-Dof system. Figure 3. Front panel for online control of experiment and to
visualize vibration and its control.
III. SYSTEM IMPLEMENTATION FOR PHYSICAL MODEL
The front panel comprises of the tank control and data being
acquired from laser pickup. Motor control was done by a
varying the duty cycle depicted as a slider on the front
panel; speed of the motor varies according to the slider
movement. In Figure 3 top graph represents time domain
data of primary system (bottom tank) acquired by laser
pickup and bottom graph represents time domain data of
absorber system (top tank). Primary system’s mass can be
fixed by fixing height of water in primary system and a
corresponding amount of water can be added in the absorber
system to nullify the vibration prevailing in the primary
system. In FFT tab, the frequency domain data from the
sensors are presented with different control and indicators to
monitor the control processes. The water plays a role of a
variable mass to alter the system parameters .Hence an Figure 4. Water height control or mass control VI

Department of Mechanical & Manufacturing Engineering, MIT Manipal

 National Conference on Advances in Mechanical Engineering 2011, 03 – 05 January, 2011
CONCLUSION
The results from introducing demonstrations into the course
were overwhelmingly positive. These benefits come in two
forms: (1) greater enjoyment of the students and faculty, and
(2) a positive impact on the learning. Introducing
demonstrations generally require additional class time spent
on a particular topic, requiring that fewer topics get
“covered” in a semester. However, these additional topics
were frequently poorly grasped by the students and not used
in subsequent courses. Part of the explanation for students
not grasping these more advanced topics can be linked to a
weak understanding of the fundamental topics. We now get
better learning of fundamentals through the use of
demonstrations. In some instances, the demonstrations
actually reduce the amount of time spent on a topic.
Originally, discussions on mode shapes and frequencies had
to be repeated numerous times. A frequent comment from
the students was that they “could do the math, but had no
idea what the numbers were.” With the introduction of the
online demo, the class quickly “sees” what a mode shape
and frequency represent physically, making the math
physically meaningful. This system can be used at offshore
applications to control the vibration. It can also be used in
structures where time delay is permitted to control the
vibration. This time delay is due to inlet and outlet flow rate
constraints of the system. The setup is kept prepared for
remotely use for SOLVE (Student Online Laboratory
through virtual experimentation), so students can perform
real time experimentation through internet. This system has
the capability of performing different experiments.
ACKNOWLEDGMENT
The authors would like to thank Department of Mechanical
Engineering, NITK Surathkal for its support during the
development of physical model in its laboratories. The
authors duly acknowledge the efforts of Mr. Maruthiram T,
NITK Surathkal in the implementation of exception
handling in online laboratories and the generous support
provided by the Centre for System Design: A Centre of
excellence at NITK Surathkal.
Department of Mechanical & Manufacturing Engineering, MIT Manipal
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 National Conference on Advances in Mechanical Engineering 2011, 03 – 05 January, 2011

Figure 5. Screenshot of inputs from user online

Figure 6. Screenshot of online results seen by user

Department of Mechanical & Manufacturing Engineering, MIT Manipal