Abstract
Oscillators are a very important topic in undergraduate Dynamics, both in a lab and lecture project setting. This paper shares our experience and lessons learned over many years using two systems: (1) a low-cost translational damped oscillator instrumented with an infrared proximity sensor, along with LabVIEW and the myDAQ from NI in lab for use in a system identification (ID) problem and (2) a cable-based rotational oscillator in lecture as an integrated theorysimulation-design-manufacturing-measurement final project that permits determination of the mass moment of inertia of a symmetric rigid body about a fixed axis. In each case, there is a spectrum of content, from mathematical modeling, to numerics and simulation using MATLAB/Simulink, practical realization in hardware along with either basic or more formal measurement. For the translational oscillator, the methodology for establishing system parameters based on iteration is surprisingly simple, very accurate, and has played especially well with students who lack a strong math background. Regarding the rotational oscillator, representative student work is presented and subsequently analyzed from different points of view, including percent measurement error when compared to a fiducial. Based in part from student feedback (such as through IDEA), we believe that this broad spectrum approach has wide appeal, in particular, use of the translational oscillator, as there is considerable variance in learning styles, areas of emphasis, and abilities within the mechanical engineering student population.