| Subject name (in Hungarian, in English) | Machine tool vibrations | |||
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Machine Tool Vibration
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| Neptun code | BMEGEMMNWMV | |||
| Type | study unit with contact hours | |||
| Course types and number of hours (weekly / semester) | course type: | lecture (theory) | exercise | laboratory excercise |
| number of hours (weekly): | 2 | 0 | 0 | |
| nature (connected / stand-alone): | - | - | - | |
| Type of assessments (quality evaluation) | mid-term grade | |||
| ECTS | 3 | |||
| Subject coordinator | name: | Dr. Dombóvári Zoltán | ||
| post: | adjunct | |||
| contact: | dombovari@mm.bme.hu | |||
| Host organization | Department of Applied Mechanics | |||
| http://www.mm.bme.hu/ | ||||
| Course homepage | http://www.mm.bme.hu/targyak/?BMEGEMMNWMV | |||
| Course language | english | |||
| Primary curriculum type | optional | |||
| Direct prerequisites | Strong prerequisite | none | ||
| Weak prerequisite | ||||
| Parallel prerequisite | ||||
| Milestone prerequisite | at least obtained 0 ECTS | |||
| Excluding condition | BMEGEMMMG11 | |||
Aim
The aim of the course is to provide comprehensive knowledge of the most important chapters in the field of machine tool vibrations: Vibration insulation; Modal analysis of machine tools; Passive shock absorber; Basic planing planer; Basic model of turning; Basic model of milling; Regenerative vibrations; Delayed differential equations. The aim is to provide students with a solid foundation in the elimination and management of vibrations generated during the use of machine tools.
Learning outcomes
Competences that can be acquired by completing the course
Knowledge
He has a comprehensive knowledge of the purpose, methods, and limitations of machine tool vibrations. It possesses the main guidelines for vibration isolation of machine tools. It makes a distinction between passive vibration isolation and vibration suppression purposes. He is aware of the advantages and limitations of different basic cutting force models. Understands the principles of dynamic modeling of different cutting processes. Understands the concept of regenerative effect and its mathematical implications. Informed about the definition of the characteristic equation of delayed differential equations. Knows the parametric excitation modeling of milling procedures. It distinguishes between linear and nonlinear effects. It systematizes the different mechanisms of action of harmonics in milling processes.
Ability
Calculates the resonance effects used during active and passive vibration isolation. Use the principles of passive choke design. Calculates the power yield of orthogonal cutting associated with the base planing model. Able to distinguish between different main and secondary movements and understand their power output. Calculates the static deflection during turning. Apply regenerative effect modeling principles in turning and milling models. He interprets the role of delay in mechanical models of turning and milling. Determines the analytical stability conditions of turning. Improves your knowledge of nonlinear cutting dynamics. It solves the conditions for eliminating various vibration phenomena that occur during cutting.
Attitude
He constantly monitors his work, results and conclusions. It expands your knowledge of machine tool vibrations by continuously gaining knowledge. Open to the use of information technology tools. It seeks to learn about and use novel theories of mechanics. It develops your ability to provide accurate and error-free problem solving, engineering precision and accuracy.
Independence and responsibility
Collaborates with the instructor and fellow students to expand knowledge. Accepts well-founded professional and other critical remarks. In some situations, as part of a team, you work with your fellow students to solve tasks. With his knowledge, he makes a responsible, well-founded decision based on his analyzes. He feels responsible for energy, the problems of energy management and the sustainable use of the environment, as well as present and future generations.
Teaching methodology
The subject is based only on lectures, within the framework of which it provides theoretical and strongly experiential knowledge in the field of machine tool vibrations. The lecture builds strongly on deriving theoretical knowledge through equations based on the concept and notation system of mechanical engineering. Almost exclusively, through on-board derivations, the competent student acquires the tools of applied dynamic modeling. Relatively complex derivations deepen the student's knowledge, mastering "thinking together" with the machine. We provide a weekly consultation on the subject.
Support materials
Textbook
SA Tobias, “Machine Tool Vibration,” Blackie, London, 1965, ISBN-10: 0216874548, 2021.
Y. Altintas, Manufacturing Automation, Cambridge, 2000, ISBN-10: 0521172470
Lecture notes
There is no note available for the subject when filling in the form, its earliest publication date is 2020.
Online material
http://www.mm.bme.hu/targyak/?BMEGEMMNWMV
Validity of the course description
| Start of validity: | 2019. September 1. |
| End of validity: | 2025. July 15. |
General rules
Learning outcomes are assessed on the basis of four mid-year written performance measures (two partial and one summary learning assessment). Summarizing academic performance evaluation: a complex, written way of evaluating the competence-type competence elements of the subject and knowledge in the form of an indoor dissertation, the dissertation focuses on the application of the acquired knowledge, so it focuses on problem recognition and solution, on the other hand, asks for the necessary lexical knowledge during the performance appraisal, the working time available is 90 minutes; Partial performance assessment (homework): a complex way of evaluating the knowledge, ability, attitude, as well as independence and responsibility type competence elements of the subject, the form of which is the individual homework.
Assessment methods
Detailed description of mid-term assessments
| Mid-term assessment No. 1 | ||
| Type: | summative assessment | |
| Number: | 1 | |
| Purpose, description: | Summative assessment examines and measures students ’learning outcomes defined by knowledge and ability type competencies. Accordingly, each summative assessment assesses the acquisition of the designated theoretical knowledge as well as the existence of the knowledge and skills acquired in practice. Each summative assessment focuses 50% on theoretical knowledge and 50% on application skills. They will be completed on the date specified in the academic performance assessment plan, expected to be the 14th week of education. Each of the two summary performance evaluations can earn 70 points. | |
| Mid-term assessment No. 2 | ||
| Type: | formative assessment, simple | |
| Number: | 2 | |
| Purpose, description: | The basic aim of the partial performance assessment is to examine the existence of attitudes and learning outcomes belonging to the autonomy and responsibility competence group. The way to do this is to create two individual homework documents. The topic of the tasks is based on the parts of the material told before the publication. The content and form requirements and evaluation principles of the completed homework are clearly included in the assignment and the website of the subject. A maximum of 15 points can be earned with one task. | |
Detailed description of assessments performed during the examination period
The subject does not include assessment during the examination period.
The weight of mid-term assessments in signing or in final grading
| ID | Proportion |
|---|---|
| Mid-term assessment No. 1 | 70 % |
| Mid-term assessment No. 2 | 30 % |
The weight of partial exams in grade
There is no exam belongs to the subject.
Determination of the grade
| Grade | ECTS | The grade expressed in percents |
|---|---|---|
| very good (5) | Excellent [A] | above 90 % |
| very good (5) | Very Good [B] | 85 % - 90 % |
| good (4) | Good [C] | 70 % - 85 % |
| satisfactory (3) | Satisfactory [D] | 56 % - 70 % |
| sufficient (2) | Pass [E] | 40 % - 56 % |
| insufficient (1) | Fail [F] | below 40 % |
The lower limit specified for each grade already belongs to that grade.
Attendance and participation requirements
Must be present at at least 70% (rounded down) of lectures.
Special rules for improving, retaken and replacement
The special rules for improving, retaken and replacement shall be interpreted and applied in conjunction with the general rules of the CoS (TVSZ).
| Need mid-term assessment to invidually complete? | ||
| yes | ||
| Can the submitted and accepted partial performance assessments be resubmitted until the end of the replacement period in order to achieve better results? | ||
| yes | ||
| The way of retaking or improving a summary assessment for the first time: | ||
| each summative assessment can be retaken or improved | ||
| Is the retaking-improving of a summary assessment allowed, and if so, than which form: | ||
| retake or grade-improving exam possible for each assesment separately | ||
| Taking into account the previous result in case of improvement, retaken-improvement: | ||
| new result overrides previous result | ||
| The way of retaking or improving a partial assessment for the first time: | ||
| partial assesment(s) in this group cannot be improved or repeated, the final result is assessed in accordance with Code of Studied 122. § (6) | ||
Study work required to complete the course
| Activity | hours / semester |
|---|---|
| participation in contact classes | 28 |
| preparation for summary assessments | 16 |
| elaboration of a partial assessment task | 8 |
| additional time required to complete the subject | 38 |
| altogether | 90 |
Validity of subject requirements
| Start of validity: | 2019. September 1. |
| End of validity: | 2025. July 15. |
Primary course
The primary (main) course of the subject in which it is advertised and to which the competencies are related:
Common on all MSc programmes
Link to the purpose and (special) compensations of the Regulation KKK
This course aims to improve the following competencies defined in the Regulation KKK:
Knowledge
- Student has the knowledge of the general and specific characteristics, boundaries and main developments of the field, its links with related disciplines.
- Student has the detailed knowledge of the context, theories and terminology of the field.
- Student has a detailed knowledge of legal regulations and ethical standards relevant to the field of specialisation.
Ability
- Student carries out a detailed analysis of the various concepts that make up the knowledge base of the field, synthesising and synthesising the broad and specific contexts and making an appropriate assessment of them.
- Student identifies specific professional problems using a multifaceted, interdisciplinary approach, and explores and formulates the detailed theoretical and practical background needed to solve them.
- Student has a high level of knowledge transfer skills in the field, and is able to use and process publication sources in Hungarian and foreign languages, and has effective information research and processing skills in the field.
Attitude
- Student takes decisions in new, complex and strategic decision-making situations and in unexpected situations, taking full account of legal and ethical standards.
- Student strives to put the latest developments in student's field at the service of student's own development.
- Student understands and represents the active citizenship and literacy elements that define the key issues in their field.
Independence and responsibility
- Student demonstrates a high degree of autonomy in thinking through and developing broad and specific professional issues on the basis of given resources.
- Student is involved in research and development projects, mobilises student's theoretical and practical knowledge and skills in a project team in an autonomous way, in cooperation with the other members of the team, in order to achieve the objective.
- Student independently applies a wide range of methods and techniques in practice in contexts of varying complexity and predictability.
Prerequisites for completing the course
|
Knowledge type competencies
(a set of prior knowledge, the existence of which is not obligatory, but greatly facilitates the successful completion of the subject) |
none |
|
Ability type competencies
(a set of prior abilities and skills, the existence of which is not obligatory, but greatly contributes to the successful completion of the subject) |
none |