Project 14361: Engineering Applications Lab

Project 14361: Engineering Applications Lab

Introductions TEAM MEMBERS Jennifer Leone Project Leader Larry Hoffman
Electrical Engineer Angel Herrera Thomas Gomes Henry Almiron Mechanical Engineer Saleh Zeidan Dirk Thur

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 & Stakeholders
Professor John Wellin Contact: Professor Ed Hanzlik Contact: 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 Requirements
NEED # AFFINITY GROUP NAME IMPORTANCE CUSTOMER OBJECIVE DESCRIPTION MEASURE OF EFFECTIVENESS CN1 Key Engineering Principals 9 Modules may be of different technical challenges Bloom's Taxonomy of Learning CN2 All modules must emphasize practical engineering experiences. Survey Professors regarding modules to ensure they have a practical application to students future careers CN3 3 All modules should bridge application areas, such as electromechanical If modules branch into multiple disciplines CN4 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 Customer request 3 modules at a minimum; 4 or 5 are preferred. n/a CN7 1 All modules should be interesting to the students. MSD team interest CN8 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 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 CN10 All modules should be stand alone; they should contain everything they need without borrowing from other sources. Test modules in lab setting CN11 All modules must be robust and safe. Conduct testing on equipment and modules CN12 All modules should able to be fully configured, utilized, and returned by student engineers. CN13 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
Teach Mechanical Engineering Students about Engineering Principles Utilizing Student Designed Modules Provide the Problem Introduce Core Concepts Distribute Lab Manual/Lab Abstract Show Videos/ Other Media Ask students to Make Modifications to Module Provide Variables to change in the Module for the Students Instruct Students to Establish a Theoretical Hypothesis Research the Effect of Variables to Module Have Students Hypothesize Results Provide Analytical Challenges Advise Students to use the Appropriate Analysis Tool Ensure module has proper complexity- upper class level knowledge and strong depth of analysis Take all measures to make sure module is presented in an interesting way to students Design in way so students can make various permutations to the module while still learning core concepts Provide Experimental Challenges Ensure modules are designed in a way to minimize risk of injury Ensure results of experimental challenges are independent of student’s lab skills Hand out Test Procedures Inform Students to Construct Test Oversee Run of the Tests

Criteria For Modules Complexity Safety
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 Plus 3- Elective 4- 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 results 3- 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 Variable variables variable 4- combinational variables Moved to complexity Depth of Analysis required for module Depth of analysis required duration Safety Complies with safety regulations Complies with safety regulation Reduce Risk of Injury Severity 1- Requires Supervision 2- needs special knowledge of operation 3- needs notification 4- simple working since needed

Criteria For Modules Budget Interest Time Criteria 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 day 2-Experience is known but not common 3- 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 tag 2- Need minimal custom parts 3- Most parts are off the shelf, some custom parts 4- 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 Problem Statement: This module is a energy conversion system that uses electrical energy that is converted to mechanical energy to launch a projectile. Diagram of Rail Gun:

Rail Gun Background Rail 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 Background The 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 Background Faraday’s Law: Energy Density Expression:
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 Design 1 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 Experimental Analysis
From the analysis done choose the rails, capacitor bank and armature One the pieces are chosen, assemble pieces together Adjust spacing between the rails to chose armature length After all the pieces are put together begin charging capacitor bank. Measure voltage being supplied to capacitor bank After charging complete, measure the voltage in the capacitor bank and current to determine actual energy to be provided to rails Using a high speed camera, measure the speed of the projectile launched Repeat test by firing gun to obtain multiple results to get the average speed that rail gun launches the projectile 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

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 Assessment
ID Risk Item Cause Effect Likelihood Severity Importance Action of Management Owner 1 Damage 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 Defects in parts Manufacturing process Inaccurate part specs and varying student outcomes Inspect all parts when they come in, send parts back that are defective Corrosion to capacitors Moisture in environment/ improperly sealed capacitors Rail Gun will not function Make sure module is in an environment where this will not occur 4 Variations in Student Outcomes Analytical and Experimental analysis do not match Inconsistency with analysis Will be further developed in MSDII P14361 5 Electrocution of Student Student touches capacitor, rails or where power source connects to capacitor bank Minor to severe injury to student No unnecessary exposed wires, insulation on module and have students wear rubber gloves Damage of Property Projectile hits something delicate Projectile hits and breaks object/s in lab Clear path for projectile prior to launching Windmill- cut fingers Rail gun- electrocution Solar Panel- break solar panel Stabilizer HR Fluid- Property damage, leaking of fluid Mass Spring System- Electrical Cooling System- Leiden Frost- Burning yourself, electrocution, property damage, expensive parts Helicopter-

Heat Transfer System 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).

Background: Heat Sinks
General 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

Student Experience Plan
Background Numerical Analysis Preliminary Design CFD Analysis Build Test Compare Results

Potential Problem Possible Problem: Maintaining an open air CPU at a constant temperature using a heat sink, and airflow from a fan. DESIGN SKETCHES:

Analysis Performed Objective: 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 Testing Students 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 1 Create heat sink(s) with CAD.
Create Simscape Numerical Analysis and COMSOL CFD Analysis, compare results. Simscape Heat generation Thermal resistance values Conduction coefficient Convection coefficient Wind speed

Student Scenario 1 In COMSOL Software: CAD model of the heat sink
Heat generation Thermal resistance values Conduction coefficient Convection coefficient Wind speed Type of material Boundary conditions

Student Scenario 1 Student 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 Effect Likelihood Severity Importance Action of Management Owner 1 Variations in Student Outcomes Analytical and Experimental analysis do not match Inconsistency with analysis 2 3 6 Will be further developed in MSDII P14361 Air Flow Not enough air flow Failure of module to work correctly Will be further tested in MSDII, purchasing of wind tunnel will eliminate problem Heat Transfer Team Overheating Fins Student not paying attention and setting the heat source to high, damaging the sinks. Damage to module Do not exceed the melting point of aluminum 4 Injury Human Error Minor to severe injury to student Include clear instructions on how to use heated surface 5 Damage to Property Placing flammable materials or materials with a low melting point near heated surface Property Damage Always insure that the area around the heated surface is clear. Windmill- cut fingers Rail gun- electrocution Solar Panel- break solar panel Stabilizer HR Fluid- Property damage, leaking of fluid Mass Spring System- Electrical Cooling System- Leiden Frost- Burning yourself, electrocution, property damage, expensive parts Helicopter-

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

Wind Turbine Blade Design
2/12/14

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.

Analysis The 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.

Analysis Students 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 Testing The 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 1 Recreate 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 1 Student 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 Assessment
ID Risk Item Cause Effect Likeli-hood Severity Importance Action of Management Owner 1 Varations in Student Outcomes Analytical and Experimental analysis do not match Inconsistency with analysis 2 3 6 Will be further developed in MSDII P14361 Variations of blades Not enough combinations of blades for a measurable change in outcomes The analysis will be the same for each student Students create various shapes of blades that have been or can be rapid prototyped Wind Turbine Team Structural Damage Turbine is prototyped poorly and damaged by high wind speeds Structural damage to module Will be further tested in MSDII 4 Copper Component Inconsistent winding of copper Wind Turbine will not function correctly Warn students to wrap copper tightly, best method will be further tested in MSDII 5 Prototyping Students design blades that can not be rapid prototyped due to size or intricate design Unable to complete analysis of module Layout specifications and requirements of blades, further developed and explored in MSDII Windmill- cut fingers Rail gun- electrocution Solar Panel- break solar panel Stabilizer HR Fluid- Property damage, leaking of fluid Mass Spring System- Electrical Cooling System- Leiden Frost- Burning yourself, electrocution, property damage, expensive parts Helicopter-

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 Diagram
Step 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:

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.

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 Note: Inflow velocity is very close to 0 for helicopters at a hovering state 2/12/14

Step Equation Bernoulli’s Equation Velocity at point 2 from previous slide Thrust Torque

Matlab 2/12/14

Helicopter Propeller Setup

Helicopter Propeller Risk Assessment
ID Risk Item Cause Effect Likelihood Severity Importance Action of Management Owner 1 Varations in Student Outcomes Analytical and Experimental analysis do not match Inconsistency with analysis 2 3 6 Will be further developed in MSDII P14361 Speed Too much torque Module may fly away from testing apparatus Design and set up a mount to make sure this does not occur Propellor Team Variablity Not enough combinations of blades to change outcomes The analysis will be the same for each student Students create various shapes of blades that have been or can be rapid prototyped 4 Lifting Forces Lift force induces stress Damage to propeller Limit the RPM of the motor, find the max RPM, to be further tested in MSDII Propeller Team Windmill- cut fingers Rail gun- electrocution Solar Panel- break solar panel Stabilizer HR Fluid- Property damage, leaking of fluid Mass Spring System- Electrical Cooling System- Leiden Frost- Burning yourself, electrocution, property damage, expensive parts Helicopter-

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 Helicopter Propeller Savonius Wind Turbine Rail Gun

Project Plan MSDII: WK 1-3
WEEK ONE: Take inventory, make sure everything we have ordered has arrive Meet with Professor Wellin to regroup, talk about refining ideas, new ideas, and improvements to designs WEEK TWO: Implement design improvements Begin prototyping and building modules WEEK THREE: Setup a meeting with Professor Wellin to address module issues Continue building modules Continual improvement of Risk Assessments and Edge

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Project 14361: Engineering Applications Lab

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