Reference : Identification of nonlinear frequency responses and bifurcations from experimental data
Scientific congresses and symposiums : Paper published in a book
Engineering, computing & technology : Aerospace & aeronautics engineering
http://hdl.handle.net/2268/197837
Identification of nonlinear frequency responses and bifurcations from experimental data
English
Noël, Jean-Philippe mailto [Université de Liège > Département d'aérospatiale et mécanique > Laboratoire de structures et systèmes spatiaux >]
Gourc, Etienne mailto [Université de Liège > Département d'aérospatiale et mécanique > Laboratoire de structures et systèmes spatiaux >]
Grappasonni, Chiara mailto [Université de Liège > Département d'aérospatiale et mécanique > Laboratoire de structures et systèmes spatiaux >]
Detroux, Thibaut mailto [Université de Liège > Département d'aérospatiale et mécanique > Laboratoire de structures et systèmes spatiaux >]
Kerschen, Gaëtan mailto [Université de Liège > Département d'aérospatiale et mécanique > Laboratoire de structures et systèmes spatiaux >]
Apr-2016
Actes de CFA/VISHNO 2016
No
No
International
CFA/VISHNO 2016
11 April - 15 April 2016
Le Mans
France
[en] nonlinearity ; subspace identification ; continuation ; harmonic balance ; broadband excitation
[en] The objective of the paper is to obtain the frequency response curves of nonlinear mechanical systems from broadband testing. The proposed approach consists in coupling an identification method with a continuation method. Specifically, the frequency-domain nonlinear subspace identification (FNSI) method is first used to derive an experimental model of the structure in state-space from broadband measurements. The harmonic balance method coupled with arclength continuation then utilizes this experimental model to compute the frequency response curves of the system. The method is demonstrated using a numerical example.
Fonds de la Recherche Scientifique (Communauté française de Belgique) - F.R.S.-FNRS ; Union Européenne = European Union - UE = EU
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/197837

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