ADVANCED SEISMIC

SIMULATION: DEVELOPING A
MOSFET-CONTROLLED SHAKE
TABLE FOR ENGINEERING
EDUCATION

• shahad Alawadhi 61342

• Fatemah Alenezi 61280
• Mariam Alenezi 64304
• F4
• Group number:6
INTRODUCTIO
N
• In this project, we delve into the dynamic world of earthquake engineering by creating a
sophisticated simulation platform. At the heart of our endeavor is the development of a
MOSFET-based H-Bridge, crucial for directing the operational dynamics of a single-axis
shake table. This setup is instrumental in mimicking the seismic forces acting on
architectural structures.
• Integral to our control system is an Arduino board, meticulously programmed to produce
a square wave signal. This signal is essential for the precise manipulation of the DC
motor's rotational direction, thereby enabling detailed and varied simulations of
earthquake impacts on building models.
• Through this innovative assembly, we aim to bridge the gap between theoretical studies
and tangible, real-world applications in seismic testing.

PRESENTATION TITLE 2
PROJECT
OVERVIEW
Comprehensive Project Description
Objective: Engineer a dynamic system to simulate the seismic impact on architectural models,
utilizing a sophisticated MOSFET-based H-Bridge controlled by Arduino technology.
Approach: This project integrates mechanical and electronic engineering disciplines to create a
realistic earthquake simulation environment. By employing a hardware shake table driven by DC
motors, we replicate the movements typical of seismic activities.

Methodology and Technical Setup

Shake Table Mechanics: A single-axis table facilitates the application of linear motions to the model
structures placed upon it. This movement, essential for the simulation, is generated by precisely
controlled DC motors.
Control Mechanism: The direction and intensity of the motor-driven movements are governed by
an H-Bridge circuit configuration. This setup allows for the rapid switching of motor polarity,
enabling realistic earthquake simulations.
PRESENTATION TITLE 3
PROJECT
OVERVIEW
Core Components and Their Roles
• Arduino Board: Acts as the brain of the operation, tasked with generating the precise
square wave signals needed for motor control.
• MOSFET-based H-Bridge: This component is crucial for the bidirectional control of
the motor, allowing the table to mimic both push and pull seismic forces.
• CMOS NOT Gate: An essential part of the circuit, used to invert the control signals
from the Arduino, ensuring that the H-Bridge operates smoothly and reliably.
• Indicator LEDs: Visual feedback mechanisms are incorporated in the form of LEDs;
a green LED signals clockwise rotation and a red LED indicates counter-clockwise,
providing immediate, visual confirmation of the system’s operational direction.

PRESENTATION TITLE 4
PROJECT REQUIREMENTS
MOSFET Transistors: All
switches in the H-bridge must Signal Generation: The Arduino
board is the only allowed method
be implemented using either N-
for generating the input square wave
type or P-type MOSFETs, signal necessary for controlling the
specific to gender-based DC motor.
sections of the class.

Voltage and Current

Specifications: The entire system,
Indicator LEDs: Use Green and
including the DC motor and LEDs,
Red LEDs to indicate clockwise and
must operate at a voltage of 5V.
counter-clockwise motor rotation,
Appropriate currents must be
respectively.
maintained to prevent damage to
components.

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PROJECT CONSTRAINTS
COMPONENT LIMITATIONS: THE
USE OF BUILT-IN CMOS OR BJT
FOR CREATING LOGIC GATES IS
PROHIBITED. THE DESIGN MUST
MINIMIZE THE NUMBER OF
TRANSISTORS WHILE ACHIEVING
THE PROJECT'S OBJECTIVES.
NO MICROCONTROLLERS FOR POWER SUPPLY CONSTRAINTS:
LOGIC GATES: THE PROJECT ALL COMPONENTS MUST BE
SPECIFICALLY RESTRICTS THE ABLE TO OPERATE EFFECTIVELY
USE OF ANY AT 5V. THIS LIMITATION
MICROCONTROLLERS (OTHER REQUIRES CAREFUL
THAN THE ARDUINO FOR SIGNAL CONSIDERATION OF RESISTANCE
GENERATION) TO FUNCTION AS AND POWER HANDLING IN THE
LOGIC GATES. DESIGN TO ENSURE COMPONENT
SAFETY AND FUNCTIONALITY.
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ENGINEERING DESIGN STEPS AND METHODS
1. Objective: Evaluate need for shake table system for earthquake simulation, identify
requirements and challenges.
2. Feasibility Analysis: Explore existing seismic simulation technologies for educational purposes.
3. Concept Development: Brainstorm design possibilities meeting defined criteria.
4. Concept Selection: Use decision matrices to compare potential solutions based on cost,
complexity, and effectiveness.
5. System Design: Detailed schematics of control system, H-Bridge, and feedback mechanisms.
6. Integration Planning: Plan component interactions for seamless integration.
7. Prototype Development: Construct and test functional prototype; refine based on feedback.
8. Evaluation and Optimization: Measure performance against objectives; optimize for
efficiency.
9. Final Implementation: Comprehensive documentation; review and feedback for future 7
THEORETI
CAL
CALCULAT
IONS

PRESENTATION TITLE 8
FLOW CHART

PRESENTATION TITLE 9
 MOSFET-BASED
H-BRIDGE
•Arduino Board: Generates control signals.
•MOSFET-based H-Bridge: Drives the DC
motor.
•DC Motor: Part of the shake table setup.
•CMOS NOT Gate: Inverts the Arduino's output
signals for H-Bridge control.
•Indicator LEDs: Shows motor rotation direction
and simulation phases.
•Power Supply Connections: Ensures proper
voltage and current to the system.
•Control Connections: How the Arduino
interfaces with the H-Bridge.

PRESENTATION TITLE 10
ARDUINO SIGNAL
GENERATION
DIAGRAM
This diagram depict:
• Arduino output pins generating the
square wave.
• Connection to the H-Bridge
illustrating how the Arduino
interfaces with the H-Bridge to
control the motor direction.

PRESENTATION TITLE 11
ENGINEERING STANDARDS AND CODES
JEDEC MS-001
Overview: JEDEC MS-001 sets guidelines for
semiconductor device packages, focusing on the
physical and environmental standards that ensure
device reliability and performance under various
conditions.
Application in the Project:
• Component Selection: Ensured that all
MOSFETs and other semiconductor
components used in the H-Bridge circuit
adhered to the specifications outlined in
JEDEC MS-001 for thermal and mechanical
stress.
• Design Safety: Followed the packaging and
handling guidelines to prevent damage during
assembly and testing, which is crucial for
maintaining the integrity and longevity of the
components.
IEC 61131-3
Overview: Although primarily for programmable
controllers, IEC 61131-3 can be applied more
broadly to software and system engineering
practices, particularly in establishing guidelines
for clear, maintainable control software structure
and documentation.
Application in the Project:
• Control Logic Design: Used structured
programming methods as suggested by IEC
61131-3 for developing the Arduino control
code, ensuring readability, maintainability, and
reliability.
• Documentation: Ensured comprehensive
documentation of the control strategy and
software, facilitating easier updates, debugging,
and compliance with engineering best
practices. 12
 REFLECTIONS OF THE PROJECT
ON STUDENTS’ LEARNING
Enhanced Understanding of
Theoretical Concepts
Practical Application: How the
hands-on experience of building and
testing the H-Bridge circuit
reinforced theoretical knowledge
from courses such as electronics,
control systems, and physical
modeling.
Insight Gained: Students gained a
deeper understanding of how
theoretical equations and principles
are applied in real-world engineering
scenarios.
Development of Technical
Skills
Circuit Design and Prototyping:
Experience gained in designing
electronic circuits, soldering, and
troubleshooting.
Simulation and Analysis: Skills
developed in using simulation
software like PSpice to predict circuit
behavior and validate design choices
before physical implementation.
Problem-Solving and
Critical Thinking
Challenges Overcome: Specific
examples of obstacles encountered
during the project (e.g., issues with
MOSFET heating or signal timing
discrepancies) and how they were
resolved.
Strategic Thinking: How the project
required and enhanced abilities to
think critically and strategically in
diagnosing problems and
implementing effective solutions.
Collaboration and
Teamwork
Team Dynamics: Reflection on
working as part of a team, including
the distribution of tasks, coordination,
and communication among members.
Peer Learning: How team members
learned from each other, sharing
knowledge and skills, and the impact
of collaborative learning on the
project’s success.
PRESENTATION TITLE 13
CONCLUSION AND FUTURE
REMARKS
Conclusion
Successfully designed and implemented a
MOSFET-based H-Bridge circuit that accurately
simulates earthquake effects on model buildings
using a single-axis shake table.
Participants gained invaluable hands-on
experience in circuit design, problem-solving,
and the use of simulation tools such as PSpice.
The project fostered a collaborative environment
that brought together students from different
engineering disciplines. This teamwork was
crucial in addressing the complex nature of the
project, leading to a comprehensive
understanding of how multidisciplinary efforts
are vital in solving real-world engineering
problems.
Future Remarks:
Future iterations of the project could include
upgrading the single-axis shake table to a multi-
axis table, allowing for more complex and
realistic earthquake simulations. This
enhancement would provide deeper insights into
the dynamic responses of structures under multi-
dimensional seismic activity.
Exploring the use of more sophisticated control
algorithms and possibly integrating machine
learning techniques to predict and respond to
simulated seismic events in real-time.
The project has the potential to be scaled and
adapted for broader educational purposes and
could serve as a model for similar educational
PRESENTATION TITLE 14
initiatives globally.
 REFERENCES

1. Smith, J. K., & Johnson, A. L. (2019). "Design and Development of a Low-Cost, Arduino-Based Seismic
Shake Table for Earthquake Engineering Education." International Journal of Engineering Education, 35(4),
1026-1036.
2. Zhang, L., & Wu, Q. (2020). "Development of a Low-Cost Shake Table for Seismic Simulation." IEEE
Transactions on Education, 63(4), 315-322.
3. Kim, S., & Park, J. (2018). "Development of a Portable Seismic Shake Table and Its Application to
Earthquake Engineering Education." Journal of Earthquake Engineering, 22(6), 982-998.
4. Brown, T. L., & Williams, M. H. (2017). "Design and Implementation of a Low-Cost Seismic Shake Table for
Classroom Education." Journal of STEM Education: Innovations and Research, 18(2), 11-19.

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THANK YOU