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The main challenge faced by many mechanical engineering educators is the implementation of real solutions during their courses. One alternative can be a realistic case study, where the students can be engaged in the development and analysis process currently applied in the industry. This kind of teaching process not only can be used to improve the quality of teaching‐learning process but also the students can have opportunities to solve real engineering problem. Therefore, this paper reports a realistic case implemented in mechanical engineering courses given in bachelor's and master's degrees. The component under evaluation has been selected considering the student's interest, this criterion was also taken to involve several students into a real project process to their learning development. The same problem was solved during an academic semester, it was solved using different approaches and student's abilities. This procedure can be replicated for students and teachers by following steps. The first step in this process was to describe the theoretical basis for modal analysis to understand how it was structured a numerical finite element model. This model was then solved and simulated using Hypermesh, Optistruct, and HyperView software to obtain numerical modal parameters. On the other, hand, the experimental modal parameters were obtained using a three‐dimensional scanning vibrometer on 60 samples. It is well noted that the implementation of engineering software commonly used at the industry would increase students' confidence. This allows students to perform real problem‐solving activities to develop outcomes as establish goals, plan task, meet deadlines. These activities are extremely important to the actual automotive industry. Therefore, this paper shows an engineering solution process to provide a learning alternative to teach the modal finite method solutions correlation with experimental solutions.
The main challenge faced by many mechanical engineering educators is the implementation of real solutions during their courses. One alternative can be a realistic case study, where the students can be engaged in the development and analysis process currently applied in the industry. This kind of teaching process not only can be used to improve the quality of teaching‐learning process but also the students can have opportunities to solve real engineering problem. Therefore, this paper reports a realistic case implemented in mechanical engineering courses given in bachelor's and master's degrees. The component under evaluation has been selected considering the student's interest, this criterion was also taken to involve several students into a real project process to their learning development. The same problem was solved during an academic semester, it was solved using different approaches and student's abilities. This procedure can be replicated for students and teachers by following steps. The first step in this process was to describe the theoretical basis for modal analysis to understand how it was structured a numerical finite element model. This model was then solved and simulated using Hypermesh, Optistruct, and HyperView software to obtain numerical modal parameters. On the other, hand, the experimental modal parameters were obtained using a three‐dimensional scanning vibrometer on 60 samples. It is well noted that the implementation of engineering software commonly used at the industry would increase students' confidence. This allows students to perform real problem‐solving activities to develop outcomes as establish goals, plan task, meet deadlines. These activities are extremely important to the actual automotive industry. Therefore, this paper shows an engineering solution process to provide a learning alternative to teach the modal finite method solutions correlation with experimental solutions.
Dünya çapında ve ülkemizde yürütülen çalışmalar, taşıtların yaşam döngüsü boyunca enerji verimliliği konusunu, sera gazı salınımındaki artış ve enerji kaynaklarındaki azalmaya bağlı olarak, hammadde aşamasından geri dönüştürülme süreçlerine kadar önemli bir öncelik haline getirmiştir. Özellikle uzun mesafeli yolculuklara hizmet eden toplu taşıma araçları için taşıt ağırlığını azaltmak, yakıt tasarrufunu önemli ölçüde artırmaktadır. Bu taşıtların prototip imalata geçmeden önce sonlu elemanlar analizleri ile doğrulama süreçlerinin gerçekleştirilmesi maliyet ve zaman avantajı sağlamaktadır. Literatürde yapılan çalışmalar incelendiğinde benzer toplu taşıma araçlarının sonlu elemanlar modeli kurularak farklı yöntemler ile incelenmiştir. Ancak sonlu elemanlar modelinin sadece gövde üzerinde oluşturulduğu modellerde gövde karkasına etkiyen kuvvetlerin tam anlamıyla temsil edilemediği görülmüştür. Tüm bunlarla beraber literatürde yapılan çalışmalar genel olarak ticari bir tasarımı içermemekte ve yerleşim planı ve teknik özelliklerin detaylı incelenmediği görülmektedir. Bu çalışmada M3 sınıfı bir elektrikli otobüsün çalışma koşullarındaki davranışlarını incelemek için otobüs gövdesi, akslar dahil olmak üzere tamamını içerecek şekilde modellendi ve hareket halinde en çok maruz kaldığı üç senaryo olan tam yükte 1G ivmelenme, yanal ivmelenme ve ani frenleme ve hızlanma senaryolarında yapısal analizler gerçekleştirildi. Yapılan analizler sonucunda gövde karkasında bazı tasarımsal değişikliklere gidilmiş ve araç ağırlığı azaltılmıştır. Yeni tasarım tekrar aynı sınır şartlarında analiz edilerek doğrulama çalışması gerçekleştirilmiştir. Yapılan tasarım değişiklikleri sonrasında gövde karkasında sol duvar bölgesinde 19,694 kg, sağ yan duvar bölgesinde 17,346 kg, tavan bölgesinde 72,43, şasi ve diğer bölgelerde ise 122,53 kg’lık bir kütle tasarrufu sağlanarak toplamda %7,41 oranında bir hafifletme sağlanmıştır.
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