1. Project 14361: Engineering Applications Lab

2. Introductions TEAM MEMBERS Jennifer LeoneProject Leader Larry HoffmanElectrical Engineer Angel HerreraElectrical Engineer Thomas GomesElectrical Engineer Henry AlmironMechanical Engineer Saleh ZeidanMechanical Engineer Dirk ThurMechanical Engineer

3. Agenda Background Open Items from Last Review Problem Statement Customer Requirements Engineering Requirements Systems Design Concept Development Engineering Analysis Risk Assessment

4. Open Items From Last Review Refine Risk Assessment Develop modules on experimental and analytical levels

5. 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

6. Customers & Stakeholders Professor John Wellin Contact: jdweme@rit.edu Professor Ed Hanzlik Contact: echeee@rit.edu Engineering Professors and Faculty Engineering Students MSD Team

7. Customer Requirements Requests 3 modules at minimum; 4 or 5 are preferred Modules may be of different technical challenge and complexity All modules must emphasize practical engineering experiences Each module should be interesting to the students Modules should bridge applications areas, such as electromechanical or electrochemical All modules should use commercially-off-the-shelf equipment to enable maintenance and sustainability of module use over many semesters of student enjoyment All module should have analysis challenges that are at or beyond student learning from core coursework

8. Customer Requirements Continued 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 and expansion allowing for many engineering opportunities Be robust and safe

9. Engineering Requirements NEED # AFFINITY GROUP NAME IMPORTANCE CUSTOMER OBJECIVE DESCRIPTIONMEASURE OF AFFECTIVENESS CN1 Key Engineering Principals 9 Modules may be of different technical challenges Bloom's Taxonomy of Learning CN2 9 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 9 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 9 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 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 CN10 3 All modules should be stand alone; they should contain everything they need without borrowing from other sources. Test modules in lab setting CN11 3 All modules must be robust and safe.Conduct testing on equipment and modules CN12 3 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)

10. Functional Decomposition 2/12/14

11. Criteria For Modules CriteriaMeasureMeasurableGradeNotes 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 affect 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 2- 2-3 variables 3- 4-5 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 InjurySeverity 1- Requires Supervision 2- needs special knowledge of operation 3- needs notification 4- simple working since needed

12. Criteria For Modules CriteriaMeasureMeasurableGradeNotes 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 Teamranked 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 PartsOf 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 partsIn 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.

13. Rail Gun Windmill Leiden Frost Effect Electrical Cooling System Analogous Behavior (Mass Spring System) Speakers Solar Panels Helicopter MR Fluid Bridge (Lack of complexity) Bike Pump (Lack of complexity) Submarine (Lack of complexity) Inverted Pendulum (complexity, variability) Module Concepts Considered:

14. Concepts Considered NumberIdea TitleME Theoretical conceptsAnalytical Challenges Experimental Challenges / Execution of Modules 1Mass- Spring SystemDynamics Find the frequency and amplitude of the building vibration with and without mass dampeners 2Electrical Cooling System Thermo, Electrical Control Affects on heat flux to maintain specific temperature with different air speed, fin size/shape, material Maintain chip operating temperature under heavy loads 3Inverted PendulumDynamicsProgramming I.PBuilt I.P (Lego?) 4Sterling Engine Thermo Energy Conversion Thermal analysis of engine to find work outputted/ Efficiency Analyze output work and construct a P-V diagram 5PropellerFluid DynamicsAngle of attack and Thrust Measure the thrust of the propeller 6Draw Bridge Stress and Strain Structure, Statics and Fluid Stress/Strain AnalysisMeasure strain and fatigue 7SubmarineFluid Dynamics Affects of variable, Depth depending on fluid, materials Have the sub rise and dive to various depths

15. Electrical Cooling System Problem Statement: Thermo, Electrical Control Equations: What are we going to do? Experimental Challenges: Maintain chip operating temperature under heavy loads Analytical Challenges: Affects on heat flux to maintain specific temperature with different air speed, fin size/shape, material

16. Wind Turbine Concepts Covered: Aerodynamics, Dynamics, and Equations: Experimental Challenges: Build and test a windmill with either a fan providing a rated speed or a windmill providing. Analytical Challenges: Design, optimize, and simulate a windmill at either a rated speed or a variety of speeds.

17. Challenge Analytical: Students design a windmill based around the average wind speed produced by a fan or based on a variety of wind speeds produced in a wind tunnel. Students can vary the shape of the blade, number of blades, generator type, angle of attack, and the blade material. Experimental: Students build the windmill that they designed and simulated. Test the windmill in the environment that it was simulated. Compare results.

18. Student Experiences 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.

19. Leidenfrost Video 2/12/14

20. Leidenfrost Effect

21. Challenge Analytical: Design a surface (either heated in an oven or with a hot plate) to transport a mass of water uphill. Simulate the flow rate over the surface, time required for surface to achieve desired temperature, and (if oven heated) cooling rate. Students can vary material used, number of sawteeth, geometry of teeth, and the method of applying the water. Experimental: Students build the surface that they designed and simulated. Test the surface that was simulated. Compare results.

22. Student Experiences It looks cool. This topic is not really covered. Topics was deemed interesting by focus group.

23. Helicopter Problem Statement: Fluid Dynamics Equations: What are we going to do? Experimental Challenges: Analytical Challenges: Angle of attack and Thrust

24. Magneto-Rheological Fluid Problem Statement: Students will vary a magnetic field and forces applied to the system. Find the flow rates of the fluid flowing within the damper system based on the effects of the magnetic field and the forces. Equations: Experimental Challenges: With a given damper system apply the magnetic field and a force. Then using the equations above find the flow rate. Analytical Challenges: Predict the behavior of the fluid using flow rate vs. magnetic field on a chart using the equations above.

25. Challenge Analytical: Predict the behavior of the fluid using flow rate vs. magnetic field on a chart. Experimental: With a given damper system apply the magnetic field and a force. Then find the flow rate. Compare results.

26. Student Experiences Currently in-development. Has a multitude of practical uses. Topics was deemed interesting by focus group.

27. Submarine Concepts: Fluid Dynamics Equation: Experimental Challenges: Build ballast tank, have submarine dive to a specified depth then rise to another specified depth Analytical Challenges: Affects of variable, Depth depending on fluid, materials

28. Bike Powered Water Purifier Concepts: Fluid Mechanics, Water Conservation Equations: Experimental Challenges: Create and test bike powered water purifier Analytical Challenges: Determine which filter best used to filter water, measure pressure, flow, and gear ratio http://umaine.edu/met/capstone-projects/2013- various/clean-water-project/

29. Challenge Analytical: Students design water purifier powered by a bike by determining what type of filter is required to best filter water with the least amount of particles while maintaining a specified flow rate and pressure Students can vary the gear ratio on the bike, regulate the flow of water, and pressure Experimental: Students build the water purifier that they designed and simulated.

30. Student Experiences Theory behind module is useful in the real world to help third world countries that are plagued with micro-bacteria in their drinking water Topic outside of the students’ normal learning

31. BOM Part NumberPartDimensionsMaterialQty 1Long Beam 118'' x 3 1/2'' x 1.5''Wood1 2Long Beam 218'' x 3 1/2'' x 1.5''Wood1 3Short Beam 111'' x 3 1/2'' x 1 1/2''Wood1 4Short Beam 211'' x 3 1/2'' x 1 1/2''Wood1 5Bike Support Beam17'' x 3 1/2'' x 1.5''Wood2 6Stand Angle Support 18'' x 1 1/2'' x 3 1/2''Wood1 7Stand Angle Support 28'' x 1 1/2'' x 3 1/2''Wood1 8Bike Rack19.0 x 5.5 x 16.5Aluminum1 9Bike30'' x 41''Metal1 10Rear Axle Extension1''dia x 4''1018 cold roll steel2 11Bike Stand Plate4'' x 4 1/4''Aluminum1 12Filter L-Bracket4'' x 2'' x 2''1018 cold roll steel1 13Water Filter5 3/8" DIA x 14"Plastic1 14Adjustable Door Hinge4''Steel1 15Water Pump8-1/4" x 4" x 4-1/2"Various Materials1 16Suction Strainer3/4" ID- 3 3/4" HtStainless Steel and Bronze1 17Vinyl Hosing3/4" and 3/8"Nylon1 183/8" male to male brass fitting3/8" both sidesbrass2 191/2'' Male adapter1/2'' dia.plastic4 20Socket Head Cap Screw 1/2''1/4"-20 Thread, 1-1/4" LengthSteel1 21Socket Head Cap Screw 3/8''1/4"-20 Thread, 1" LengthSteel1 22Socket Head Cap Screw #10-24#10-24, 1'' lengthSteel1 23Hose Clamps#24 Hose ClampSteel10 24Pump Mount plate4'' x 5 1/2''Aluminum1 Based on research, total cost for project: $400-$600

32. Inverted Pendulum

33. Truss Bridge Problem Statement: Find the forces in each of the members of the truss bridge Equations: ΣF = 0; Strain * E = Stress; Stress = F/A Experimental Challenges: Apply loading at specific points on the bridge with strain gauges on some of the members. Using the readings from the strain gauge students will be able to find forces on the members. Analytical Challenges: Using the same specifics points on the bridge as the experimental part. Then using the equation listed above and the Method of Joints in excel to find all of the forces in the members.

34. Concepts Against Criteria Project ComplexitySafetyInterestBudgetTime Include extension of core courses with some knowledge from unavailable classes Lab Skills Offer multiple configurations of module Depth of Analysis required for module Complies with safety regulation s Reduce Risk of Injury A variety of topics are incorporat ed 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 Mass- Spring System xxx xx x Electrical Cooling System xxx xx x Inverted Pendulum xxx xx x Sterling Engine xxx xx x Helicopter xxx xx x Draw Bridge xxx xx x Submarine x xx xx x Windmill xxxxxx Leiden Frost Effect xxxxxx Analogous Behavior xxxxxx Speakers xxxxxx Solar Panels xxxxxx MR Fluid xxxxxx Hydrogen Engine xxxxxx Bike Pump xxxxxx

35. Risk Assessment IDRisk ItemCauseEffect Likelihood Severit y Importanc e Action of Management OwnerModule 1Complexity of Modules To hard/ to simple Students fail to learn 224 Refer to customer expertise to ensure proper complexity Team P14361 All 2Injury to student Human error Death, severe injury, emotional trauma or dismemberme nt 133 In-depth Risk assessment/a nalysis once modules are chosen Project leader Rail Gun Solar Panel Leiden Frost Effect 3Damage to property Misuse of modules Damage to property 122 In-depth Risk assessment/a nalysis once modules are chosen Mechanical Engineer Solar Panel MR Fluid 4Late parts Failure to check lead times Missed deadlines 224 Establish order deadline Team P14361 All 5Budgeting Over/Under spending Run out or lose funds 111 Budget accordingly Team P14361 Rail gun 6Scheduling Conflicts 7 people with different schedules Can’t get team together to work on tasks 224 Communicati on with Team members and guide Team P14361 7Module Requirement s Module too large, requires high voltage Module will not be able to be used, can not fit in lab 111 Additional locations will be looked at, best fit for module Team P14361

36. Project Plan (WK 10-12) Update all Action Items Add all documents to EDGE Arrange Meeting with Facility to review DDR Test Subsystems Continue detailed design Continual improvement of Risk Assessment Review designs with customers

37. Questions?