Project 14361: Engineering

Applications Lab

Introductions

Agenda• Background

• Open Items from Last Review

• Problem Statement

• Customer Requirements

• Engineering Requirements

• Systems Design – CAD Drawings, BOM, Technical Risks

• Rail Gun

• Heat Transfer System

• Savonius Wind Turbine

• Helicopter Propeller

• Three Week Plan for MSDII

Open Items From Last Review

Refine and develop risks for each Module

Connect experimental and analytical analysis for each module

Generate BOMs

Design Modules, create CAD drawings and sketches

Update Edge

Problem Statement & Deliverables

• Current State

• Students in the Mechanical Engineering department currently take a sequence of experimental courses, one of which is MECE – 301 Engineering Applications Lab.

• Desired State

• Three to four modules used to provide a set of advanced investigative scenarios that will be simulated by theoretical and/or computational methods.

• Project Goals• Create modules to instruct engineering students• Expose students to unfamiliar engineering ideas

• Constraints• Stay within budget

Customers & StakeholdersProfessor John Wellin

Contact: jdweme@rit.edu

Professor Ed HanzlikContact: echeee@rit.edu

Engineering Professors and Faculty

Engineering Students

MSD Team

Customer Requirements• Requests 3 modules at minimum; 3 to 4 preferred

• All modules must emphasize practical engineering experiences

• Each module should be complex and interesting to the students

• Modules should bridge applications areas, such as electromechanical and mechanical

• All module should have analysis challenges that are at or beyond student learning from core coursework

• All modules should be able to:

• Fully configured, utilized, and returned by student engineers

• Stand alone; contain everything they need without borrowing from other sources

• Have a high level of flexibility allowing for many engineering opportunities

• Be robust and safe

Engineering RequirementsNEED #

AFFINITY GROUP NAME

IMPORTANCE CUSTOMER OBJECIVE DESCRIPTION MEASURE OF EFFECTIVENESS

CN1

Key Engineering Principals

9Modules may be of different technical challenges

Bloom's Taxonomy of Learning

CN29

All modules must emphasize practical engineering experiences.

Survey Professors regarding modules to ensure they have a practical application to students future careers

CN33

All modules should bridge application areas, such as electromechanical

If modules branch into multiple disciplines

CN49

All modules should have analysis challenges that are at or beyond student learning from core course work.

Form a test group to determine the complexity of the modules

CN6

Implementation of Labs

9Customer request 3 modules at a minimum; 4 or 5 are preferred.

n/a

CN71

All modules should be interesting to the students.

MSD team interest

CN8

3

Can be run by 1 student but can be up to 3-4 students

-Determine number of tasks and complexity required for each module-Personal experience from MSDI Team will be considered

CN9

1

Modules can use commercially-off-the-shelf equipment to enable maintenance and sustainability of module use over many semesters of student enjoyment.

Research and define what can be built by the MSDI Team verses what can be bought out of the total number of parts required for the module

CN103

All modules should be stand alone; they should contain everything they need without borrowing from other sources.

Test modules in lab setting

CN113

All modules must be robust and safe. Conduct testing on equipment and modules

CN123

All modules should able to be fully configured, utilized, and returned by student engineers.

Conduct testing on equipment and modules

CN13

3

Design and build an experimental apparatus equipped with appropriate measurement tools

Define measurement tools required for each module- (1) hardware (ie- controller boards, motors...) (2) Software (labview, matlab, transducer specific programs)

Functional Decomposition

Criteria For ModulesCriteria Measure Measurable Grade Notes

Complexity

Include extension of core courses with some knowledge from unavailable classes

Include non-required Course Information along with core course information

1- Core course 2- Core Course Plus3- Elective4- Beyond Capability, outside learning

Level 4 More than acceptable, information can added

Lab Skills

Students must be able to set-up an experiment and measuring instruments

1- Results Dependent on Skill (Time consuming for inexperience) 2- Skill has an noticeable effect on outcome of results3- No skill is needed to get results (set ups are preset)4- Skills have minimum affects on outcome of results (Time for set up is minimal)

Offer multiple configurations of module

Variables

1- One Variable2- 2-3 variables3- 4-5 variable4- combinational variables

Moved to complexity

Depth of Analysis required for moduleDepth of analysis required duration

Safety

Complies with safety regulations Complies with safety regulation

Reduce Risk of Injury Severity

1- Requires Supervision2- needs special knowledge of operation3- needs notification 4- simple working since needed

Criteria For ModulesCriteria Measure Measurable Grade Notes

Interest

A variety of topics are incorporated within the module

Use Google entry counts, video views, search amount Look at past application labs to see trends

1- 1,000 views not as interesting 2- 50,000 views interesting 3- 1 million views very interesting

Module interesting to MSD Team ranked by relativity

1-Experience every day2-Experience is known but not common3- Related to regular day with minimal knowledge 4- Related and captivating to student subject is relevant

Exposure to an unfamiliar idea or topic not completely covered in core ME classes

Budget

Cost to make module must be reasonable/ Within Budget Constraints

Contains Reusable Parts Of the shelf Parts

1-Needs all custom parts with a heavy price tag2- Need minimal custom parts 3- Most parts are off the shelf, some custom parts4- All parts are off the shelf, affordable/reasonable custom parts

In house Manufactured

Time Module can be completed with 3-5 weeks

Time needs to be split into two, analytical and experimental. Experimental can't be ran for 4-5 hours.

Rail Gun Module

Diagram of Rail Gun:

• Problem Statement: This module is a energy conversion system that uses electrical energy that is converted to mechanical energy to launch a projectile.

Rail Gun BackgroundRail Gun: An electrical system that uses electromagnetic fields projectile launcher based on similar principles.

• Consist of a pair parallel conducting rails with an armature connects the two rails to complete the circuit and launch the projectile with the help of the armature.

• Armature is the heart of the system- without it two parallel rails will not be able to produce the magnetic field that allows for something to be launched.

 According to the right hand rule, current is in the opposite direction along each rail, the net magnetic field between the rails are directed at a right angle as shown below:

Rail Gun BackgroundThe magnitude of the force vector can be determined from a form of the Biot-Savart a result Lorentz Force. All these can be found using the permeability constant µ(0):

To determine magnetic flux:

To determine Force on the armature on the left side of rail:

Rail Gun Background

Rail Gun BackgroundFaraday’s Law:

The equation above shows the electric power (iv) equations mechanical form as well and shows how they are relate to one another even so if they do not have the same

Energy Density Expression:

Magnetic Energy :

Rail Gun Rail Design1

2

3

4

Part #

Part

1 Rubber Stoppers

2 Copper Rails

3 Polycarbonate Top Layer

4 Polycarbonate Insulate

Rail Gun BOM

Rail Gun Block Diagram

Rail Gun Block Diagram

Rail Gun Experimental Analysis

1. From the analysis done choose the rails, capacitor bank and armature

2. One the pieces are chosen, assemble pieces together

3. Adjust spacing between the rails to chose armature length

4. After all the pieces are put together begin charging capacitor bank. Measure voltage being supplied to capacitor bank

5. After charging complete, measure the voltage in the capacitor bank and current to determine actual energy to be provided to rails

6. Using a high speed camera, measure the speed of the projectile launched

7. Repeat test by firing gun to obtain multiple results to get the average speed that rail gun launches the projectile

8. From the average determine how efficient the gun is. Determine how much of the energy is actually transferred from the capacitor bank to the projectile

Student Scenario 1 Objective: Shoot a projectile at a speed of 10 m/s.

Materials Provided: Different variations of rails Different capacitor banks Different armature lengths

Analysis:

Chosen rails specs L=300mm, H=60mm, W=4mm

Capacitors = 1500µF 450V (Three in parallel)

Student Scenario1

Student Scenario 1

Student Scenario 1

Student Scenario 1

Student Scenario 1

What Comparisons can be made from between the Analysis vs. Experiment?•Compare the velocity determined in the analytical model to the velocity measured in the experimental results. •Compare the current determined in the analytical model to the current measured in the experimental results.•Compare the capacitor bank capacity determined in the analytical model to the capacity determined through the experimental results.

What is the Student Learning or Getting Out of this Lab Experience?•Students get to learn about technology and theories that are used in many modern objects around us, such as roller coasters and trains.•This module would be outside the norm of other labs that they may have preformed.•It would reinforce electrical engineering concepts that mechanical engineers have learned.

Rail Gun Risk AssessmentID Risk Item Cause Effect Likelihood

Severity

Importance

Action of Management

Owner

1Damage to

rails

Sudden current discharge fired several times

Possibility of welding

armature to rails/

melting rails and/or

armature

2 3 6 Replace rails Rail Gun

Team

2Defects in

partsManufacturing

process

Inaccurate part specs

and varying student

outcomes

1 3 3

Inspect all parts when they come in, send parts back that are

defective

Rail Gun Team

3Corrosion to capacitors

Moisture in environment/

improperly sealed capacitors

Rail Gun will not function

1 1 1

Make sure module is in an environment where this will not

occur

Rail Gun Team

4Variations in

Student Outcomes

Analytical and Experimental

analysis do not match

Inconsistency with

analysis2 3 6

Will be further developed in MSDII

P14361

5Electrocution

of Student

Student touches capacitor, rails or

where power source connects to capacitor bank

Minor to severe

injury to student

1 3 3

No unnecessary exposed wires,

insulation on module and have students wear rubber gloves

Rail Gun Team

6Damage of Property

Projectile hits something

delicate

Projectile hits and breaks

object/s in lab

1 3 3Clear path for

projectile prior to launching

Rail Gun Team

•Problem Statement: This module uses convection and conduction to transfer heat from a high temperature object (CPU) through another object (heat sink). The heat sink is place on up of the object producing the heat and through the process of conduction the heat sink begins to warm up. A fan is placed right next to the heat sink to transfer the thermal energy from the heat sink to the fluid medium (air).

Heat Transfer System

Background: Heat SinksGeneral Case for Fin (Assuming steady state, constant

properties, no heat generation, one-dimensional conduction, uniform cross-sectional area, and uniform flow rate):

Performance Parameters:

Heat Transfer Heat Sink Options

Heat Transfer Heat Sink Options

Student Experience Plan

Potential ProblemPossible Problem: Maintaining an open air

CPU at a constant temperature using a heat sink, and airflow from a fan.

DESIGN SKETCHES:

Analysis PerformedObjective: Students will choose from a variety

of pre-purchased heat sinks, and re-create said heat sink in CAD.

Numerical: Students will take the equations given, and create Simscape code to simulate heat build up in circuit.

CFD: Import heat sink in CFD software, set boundary conditions, and run.

Building and TestingStudents are given a variety of fin designs.

Mate fin(s) to a heating surface, which is set to a specific heat generation that the students used in the original analysis.

Test and compare results to analytical/numerical values.

Student Scenarios 1 Objective: Determine appropriate heat sink for a chosen

heat generation and airflow

Materials Provided: Surface heater with variable heat generation to simulate

CPU components Fan with variable wind speed. Multiple types of heat sinks Temperature Sensors Case

Analysis: Chosen CPU dissipation= 80 W, Power Supply dissipation= 75 W

Student Scenario 1Create heat sink(s) with CAD.

Create Simscape Numerical Analysis and COMSOL CFD Analysis, compare results.

SimscapeHeat generationThermal resistance valuesConduction coefficientConvection coefficientWind speed

Student Scenario 1In COMSOL Software:

CAD model of the heat sinkHeat generationThermal resistance valuesConduction coefficientConvection coefficientWind speedType of materialBoundary conditions

Student Scenario 1Student will put the heat sink(s) on actual

heated surfaces.

Run each sink to a steady state condition, during the run heat sensors will be placed within the heat sink and temperatures will be measured in intervals.

Compare to analytical/numerical results.

Student Experience What Comparisons can be made from between the Analysis

vs. Experiment?

• Compare the temperature determined in the analytical model to the temperature measured in the experimental results.

• Compare the heat transfer rate determined in the analytical model to the heat transfer rate measured in the experimental results.

What is the Student Learning or Getting Out of this Lab Experience?

• Students get to learn about technology and theories that are used in many modern objects around us.

• This module would be outside the norm of other labs that they may have preformed.

• It would reinforce heat transfer concepts that mechanical engineers have learned.

Heat Transfer Risk Assessment

ID Risk Item Cause EffectLikeliho

odSeverity

Importance

Action of Management

Owner

1Variations in Student Outcomes

Analytical and Experimental

analysis do not match

Inconsistency with

analysis2 3 6

Will be further developed in

MSDIIP14361

2 Air Flow Not enough air flow

Failure of module to

work correctly

1 2 2

Will be further tested in MSDII, purchasing of

wind tunnel will eliminate problem

Heat Transfer

Team

3Overheatin

g Fins

Student not paying attention and

setting the heat source to high,

damaging the sinks.

Damage to module

1 1 1

Do not exceed the melting

point of aluminum

Heat Transfer

Team

4 Injury Human Error

Minor to severe

injury to student

1 3 3

Include clear instructions on

how to use heated surface

P14361

5Damage to

Property

Placing flammable materials or

materials with a low melting point near

heated surface

Property Damage

1 3 3

Always insure that the area around the

heated surface is clear.

P14361

Heat Transfer BOM

Savonius Wind Turbine Background

• Wind Turbine: a mechanical device that converts the rotational power of the wind into electrical power via a generator.

• Savonius Turbine: Vertical-axis wind turbine (VAWT) with a number of airfoils attached to a rotating shaft

Wind Turbine Forces

Governing Equations

Wind Turbine Holder Design

2/12/14

Wind Turbine Blade Design

Wind Tunnel Design

Savonius Wind Turbine Potential Problem

• Problem Statement: • The students will analyze the performance

parameters cp and cq of a Savonius turbine using computational fluids analysis and experimentally.

AnalysisThe student will be given a savonious wind

turbine, and recreate said turbine using CAD.

CFD: Import CAD drawing in CFD software (COMSOL or FLUENT), set boundary conditions, and run.

AnalysisStudents will save the data, and import it into

Matlab.

Using this data they will create a Cq vs Re graph.

From the Cq data and the CFD analysis the student can compute a Cp vs tip speed graph.

2/12/14

Building and TestingThe Savonius wind turbines will design and

create their turbine through 3D printing.

Place the wind turbine in a wind tunnel and run under the a variety of wind speeds.

Either use tachometer and the output of the generator to measure torque and power or use a shaft encoder.

Test and compare results to analytical/numerical values.

Student Scenarios 1 Objective: Determine the performance

parameters of a given Savonius wind turbine.

Materials Provided: Savonius wind turbine Wind Tunnel or fan with variable wind speed. Laser Photo Tachometer Generator

Student Scenario 1Recreate wind turbine using CAD.

Import CAD drawing in CFD software, set boundary conditions, and run.

Import data into Matlab, and produce the performance parameter charts

Student Scenario 1Student will place the turbine in the wind tunnel.

Place the wind turbine in a wind tunnel, run under the a variety of wind speeds, and acquire performance parameters.

Compare to analytical/numerical results.

Student Experience What Comparisons can be made from between the

Analysis vs. Experiment?• Compare the performance parameters determined in the

analytical model to the parameters measured in the experimental results.

• What is the Student Learning or Getting Out of this Lab Experience?• Students get to learn about technology and theories that

are used in many modern objects around us.• This module would be outside the norm of other labs that

they may have preformed. Energy Conservation is getting big. VAWTs are concepts that are not really covered. Relates Electrical Engineering to Mechanical Engineering. Topics was deemed interesting by focus group.

Student Experiences Student will use this module to test the affects of different

propeller types, shapes and length for a desired thrust output. Variable that can change the thrust output are angle of attack, motor speed, incoming air speed and weight of the system.

This experiment will engage student’s interested in aviation.

Wind Turbine Risk AssessmentID Risk Item Cause Effect

Likeli-hood

Severity

Importance

Action of Management

Owner

1Varations in Student Outcomes

Analytical and Experimental

analysis do not match

Inconsistency with analysis

2 3 6Will be further developed in

MSDIIP14361

2Variations of blades

Not enough combinations of

blades for a measurable change in outcomes

The analysis will be the same for

each student

1 1 1

Students create various shapes of blades that have been or can be rapid prototyped

Wind Turbine Team

3Structural Damage

Turbine is prototyped poorly and damaged by high wind speeds

Structural damage to

module 1 3 3

Will be further tested in MSDII

Wind Turbine Team

4Copper

Component

Inconsistent winding of copper

Wind Turbine will not function correctly

1 2 2

Warn students to wrap copper

tightly, best method will be further tested

in MSDII

Wind Turbine Team

5Prototypin

g

Students design blades that can

not be rapid prototyped due to

size or intricate design

Unable to complete

analysis of module

1 2 2

Layout specifications

and requirements of blades, further developed and

explored in MSDII

Wind Turbine Team

Wind Turbine BOM

Helicopter Propeller Background

Helicopters: creates lift using airfoils like the ones used on an airplane’s wing. The faster the air flows through the wings (blades for helicopters), the more lift created.

Lift: Lift is created from the pressure difference on top and the bottom of the blade. This pressure difference drives the blade to the lower pressure lifting the blade up and in return lifting the helicopter an attack angle can further assist the lift.

Note: There are other components for stable flight which will not be tested.

Helicopter Propeller Analysis

For this analysis we used the blade element theory along with momentum theory to analysis the blades.

The blade element approach for the analysis of helicopter rotors has been well established in prior literature.

This module will be mostly analysis through equations and matlab

From Blade Element theory

2/12/14

Propeller Block DiagramStep Equation

Based on the diagram from the slide before, This is the resultant velocity at the blade element.

The relationship between the blade and direction of motion can be described by:

Propeller Block Diagram

Step Equation

The resultant incremental lift dL and drag dD per unit span on this blade element are:

Where Cl and Cd are the lift and drag coefficients. The lift and drag act perpendicular and parallel to the resultant flow velocity. Also the quantity c is the local blade chord.

Recommend to use Naca airfoil data.

Propeller Block Diagram

Step Equation

Thrust (dT) and Torque (dQ) can be express by the sum of forces in their respective direction from Lift and Drag

Substituting for dL and dD and taking the number of blades (B) into account

From Momentum theory

2/12/14

Note: Inflow velocity is very close to 0 for helicopters at a hovering state

Propeller Block DiagramStep Equation

Bernoulli’s Equation

Velocity at point 2 from previous slide

Thrust

Torque

Matlab

2/12/14

Helicopter Propeller Setup

Helicopter Propeller Setup

Helicopter Propeller Risk Assessment

ID Risk Item Cause EffectLikelihoo

dSeverit

yImportan

ceAction of

ManagementOwner

1Varations in Student Outcomes

Analytical and Experimental

analysis do not match

Inconsistency with

analysis2 3 6

Will be further developed in

MSDIIP14361

2 Speed Too much torque

Module may fly away

from testing apparatus

1 1 1

Design and set up a mount to make sure this does not

occur

Propellor Team

3 Variablity

Not enough combinations of blades to change

outcomes

The analysis will be the same for

each student

1 1 1

Students create various shapes of blades that have been or can be

rapid prototyped

Propellor Team

4Lifting Forces

Lift force induces stress

Damage to propeller

1 3 3

Limit the RPM of the motor, find the

max RPM, to be further tested in

MSDII

Propeller Team

BOM

BOM Continued

Concepts Against Criteria

Project

Complexity Safety Interest Budget Time

Include extension of core courses with some knowledge

from unavailable

classes

Offer multiple configurations

of module

Depth of Analysis required

for module

Complies with safety regulations

Reduce Risk of Injury

A variety of topics are

incorporated within the module

Module interesting to

MSD Team

Exposure to an unfamiliar idea

or topic not completely

covered in core ME classes

Cost to make

module must be

reasonable/ Within Budget

Constraints

Contains Reusable

Parts

Module can be completed

with 3-5 weeks

Electrical Cooling System

x x x x x x x x x

Helicopter Propeller x x x x x x x x x

Savonius Wind

Turbinex x x x x x x x x

Rail Gun x x x x x x x x x

Project Plan MSDII: WK 1-3WEEK ONE:

Take inventory, make sure everything we have ordered has arriveMeet with Professor Wellin to regroup, talk about refining ideas,

new ideas, and improvements to designs

WEEK TWO: Implement design improvementsBegin prototyping and building modules

WEEK THREE:Setup a meeting with Professor Wellin to address module issuesContinue building modules

Continual improvement of Risk Assessments and Edge

Questions?