Abstract Rigid solid body dynamics is a key element of the undergraduate mechanical engineering curriculum. In a context of reverse engineering and/or sustainable development, being able to analyze the mechanical and material properties of a system without damaging it is a required skill. In this work, two systems based on wheels rolling over horizontal paths without sliding are studied: an unbalanced hollow cylinder and a wheel with displaced mass assembly. Four generations of last year's bachelor's students in mechanical engineering, representing a hundred people a year, followed a total of 12 h of practical sessions working on such systems. Without focusing on the programming part, this paper aims at showing how computer tools can help and improve a rigid solid body dynamics course. The objectives were to develop, apply, and analyze this teaching sequence, allowing students to (i) perform and characterize experimental measurements, (ii) establish systems motion equations, and (iii) think about dynamics results through cross‐talks between different techniques such as geometrical and analytical methods as well as computer‐assisted design tools. Different analysis methods of these systems could be discussed in the context of the classes, successfully bringing pertinent reflections to the students. The possibility of transferring such discussions to other contexts proved to be wide, thanks to computer science, dynamics software, other analysis methods and applications.