| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Vibration Engineering |
| Unit ID: | ENGRG3301 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (ENGRG2302) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENGIN3302) |
| ASCED: | 030701 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the aspects of mechanical vibration and balancing in a mathematical and theoretical context. The unit will employ computational and experimental methods to highlight the concepts presented. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe the behaviour of dynamic systems in the time domain. Describe dynamic systems in the frequency domain. |
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| K2. | Discuss how vibration systems respond to harmonic excitation. Explain the transient response of the vibrating system. |
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| K3. | Relate experimental findings to the analytical model and system variables. |
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| Skills: |
| S1. | Demonstrate how computer algebra systems are employed for modelling and simulation. |
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| S2. | Solve real engineering problems through symbolic, numeric and experimental dynamic analysis. |
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| S3. | Evaluate analytical models and reflect on practice. |
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| S4. | Present findings in manners which can be appreciated by professional and lay people. |
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| Application of knowledge and skills: |
| A1. | Test and evaluate an existing vibrating system. |
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| A2. | Apply dynamic analysis techniques to a variety of real engineering applications. |
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| A3. | Apply existing and developing knowledge and experience to the modelling and analysis of a variety of dynamic engineering systems. |
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| Unit Content: |
Topics may include: 1. Mathematical background (linearization and Laplace transforms) 2. Mathematical description of mechanical systems. 3. Transient and free vibration. 4. Harmonically-Forced Vibration System and Resonance. 5. Vibration Isolation and Measurement. 6. Balancing |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K3, A1, A2, A3 | A modelling exercise based on a real-world problem that exposes the student to numerical modelling techniques. | Numerical project, numerical assessment tasks. | 30-50% | | 2. | K1, S1, S2 | Assessment of all or part of the course by examination. | Mid-semester test, final test, quizzes. | 40-60% | | 3. | K1, K2, S1, S3, S4 | Demonstrate an understanding of fundamental knowledge of the topics delivered in the lectures and relate to observations, tests, or experiments to solve design-based problems. | Oral or written explanatory task, presentation. | 10-30% |
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